pdhpe 1

Part A - WARM UP GAMES

Name of the Game: Adaptation to “Piggy-in-the-Middle” Stage: Early Stage 1Explanation Students will be split into groups of three. They will begin with the traditional “piggy in the middle” for the first five minutes. A soft ball is then introduced and students are to kick (rather than throw) the ball to one another, trying to avoid the “piggy” in the middle who’s task is to intercept the ball. The same rules as “piggy in the middle” apply; once the ball is intercepted, the student who made the kick now swaps places with the student in the middle and so on.

Why is this game important for this stage? This game is an adaptation of the traditional well-known “Piggy in the Middle” game which has been used in primary schools for decades. It is suitable for Early Stage 1 students as:

The game is fun for young students, and the progression of the activity by introducing a ball keeps them engaged. The activity has an element of competition also keeping the students actively involved. The activity helps to develop students’ gross motor skills and forms the foundations for soccer skills in the early primary school stage.

What are the PDHPE skills involved in this game? How? Decision-making – Generates a number of possible solutions to the problems in the activity. Students must make ‘on-the-spot’ decisions as to

where to kick the ball, which space to move into in order to return the ball/intercept the ball. Moving – Walks, runs, kicks at different speeds and moves into space in order to avoid getting ‘out’. Interacting – Plays happily and behaves with peers. Students must use self-control to deal with anger and frustration in the case that their kick

is intercepted and they are now in the middle.

Equipment and Teaching cues - One soft ball per pair- Encourage students to move if they appear to be standing in one place and struggling to intercept the ball


Name of the Game: “Cats and Mice” Stage: Early Stage 1Explanation Students stand in a large circle, all holding hands with the people beside them. 2 students will be selected at the ‘cats’ and will wear the same coloured bib and stand outside the circle. 3 students will be the ‘mice’ and will start inside the circle. As the teacher blows the whistle, the mice must leave the circle and run around the outside without being caught by the cats. The students forming the circle can either raisetheir hands to form an arch and let the mice through to the inside, or they may lower their hands blocking the mice (and cats) out.

Why is this game important for this stage? This game is appropriate for Early Stage 1 students because:

Students become excited by the competition (chase) between the cats and mice Students are in charge of letting the mice in and blocking the cats out. Every student is involved in the activity and in a game of this sort, students remain attentive and communicate with one another

What are the PDHPE skills involved in this game? How? Interacting – Students work cooperatively and happily with peers, controlling how the game flows by raising/lowering arms (opening doors

for mice/cats) and using teamwork. Communicating – Students respond to simple instruction and rules in this activity and the students who are the cats and mice identify the

people who can help them (i.e. the students opening doors for them to run through) Problem-solving – students are faced with simple problems, such as chasing/running from cats and mice, and allowing cat/mice through.

Equipment and Teaching cues - Coloured bibs for cats and mice- Encourage problem solving skills


Name of the Game: “Fish Tank” Stage: Stage 1Explanation

This game is adapted from Physical Education Resources viewed on 29/3/11 from http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspx

Class is divided into 3 groups. One group are the fish, one group are the fish catchers and the third group are the fish savers. An area will be marked out with cones and each group will have different coloured bibs. The fish have a tag tucked into their clothes and the fish catchers must steal as many fish tails (tags) as they can within the boundaries marked. The fish tails are dropped in the place where the fish was caught. Once a fish loses its tail, he/she must stand outside the boundary and wait for the fish savers to pick up the tag and return it to the fish so they can rejoin the game. Fish savers must only pick up one tag at a time.

Why is this game important for this stage? This activity keeps students active, making it a good warm-up game.

Students learn special awareness and moving into space to escape/catch other players The game has an element of competition, keeping the students interested All students are involved and active, which is important in lower primary where students’ attention spans are shorter.

What are the PDHPE skills involved in this game? How? Decision-making – makes decisions on which space to move into and which students (fish) to target Interacting – displays cooperation in group activities and uses positive talk with one another on their teams. Problem-solving – students follow basic safety procedures, rules and instructions, and play fairly and safely, taking into account the potential of

injury in activity where students are running around in all directions.

http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspx

Equipment and Teaching cues - Cones/markers to mark out area- Teacher reminds students that safety is important and to watch out for others when running/chasing.- Teacher encourages individual students who are noticed standing still or avoiding the activity.


Name of the Game “Octopus” Stage 1Explanation

This warm up game has been adapted from Physical Education Resources, http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspx

A boundary area will be marked out in a large square. 2 students will be the ‘Octopus’ and the rest of the class form a line at one end of the marked field. They must run (like ‘bulrush’) to the other end without being tagged by the octopus. Students who were tagged must remain in the spot where they were tagged and now become part of the octopus tentacles. They can only move side-to-side (not run forwards or backwards) to tag other students.

Why is this game important for this stage? This activity is challenging and fun for lower primary students.

Students learn to use the space in order to avoid be caught by the octopus. Students are active at all times All students are involved – no one sits out. Students learn communication and interacting skills as they play.

What are the PDHPE skills involved in this game? How? Moving – Students learn basic movement skills that can be developed for invasion games such as soccer, football etc where students must run

and dodge opponents. Problem-solving – Students identify problem situations (where they are at risk of being caught by the octopus) and adjust their game-play in

order to stay free. Decision-making – Students predict the nature of the activity and the various consequences as they run. They make on-the-spot decisions as to

where to move and how to best get past the lingering octopus.

Equipment and Teaching cues - Markers


- Tags - Make sure everyone is active, no one is cheating and students understand the rules and nature of the game.- Change it up and make it girls vs boys (girls the octopus and vice versa)if students seem bored.


Name of the Game: ‘Ball Tag’ Stage 2Explanation Students start off playing tag for five minutes in a marked area. Then introduce a soft ball. One person has the ball and throws it to hit students gently on the middle part of the body. Once students are hit they must freeze. The person nearest the ball then picks it up and continues. The last person unfrozen is the winner. Students cannot hold the ball or longer than 5 seconds.

Why is this game important for this stage? This is an adaptation of the traditional “Tag” which has been used in primary schools throughout history. It is suitable for stage 2 students because it requires a little more discipline than in early primary with the use of the ball to tag students.

Students learn to use the ball appropriately and carefully in order to not injure any students. The game runs fairly quickly so students who are ‘frozen’ will not be inactive for long. The game develops basic ball (throwing) skills, movement and special awareness in a fun way Students learn to remain attentive as the ball may be thrown towards any student.

What are the PDHPE skills involved in this game? How? Decision- making – Students make quick decisions about throwing the ball and moving out of the ball’s way in order to stay in the game. Interacting – Students participate in the game and obey the rules and instructions. Moving – Students develop basic throwing skills with the ball as well as running and dodging skills, developing their ‘game play’.

Equipment and Teaching cues - One soft ball- Markers/cones- Make sure no one is cheating – anyone tagged must remain still until there is a winner- Praise clever ‘moves’ that you notice students making – i.e. some students in stage 2 might be developing clever dodging manoeuvres etc- Encourage students to use the space


Name of the Game Adaptation of “ball Tag” Stage 2

Explanation The game starts the same as the above “ball tag”, but a second ball is then introduced. This ball is a different colour and is used to free the frozen players. One ball is used to tag players, the second ball is used to free these tagged players so they can rejoin the game. Students must catch the second ball (not just be hit by it) in order to be freed. More balls can be introduced (another tagging ball and another freeing ball) to speed up the pace of the game and add more competition to it.

Why is this game important for this stage? In this warm-up activity;

all students are active. Students in stage 2 enjoy some competition and are old enough to manage the level of skill and discipline involved in this activity (catching,

remaining still, communicating and thinking quickly) The game is fast paced and warms students up for other invasive games The game teaches passing and catching skills, speed, accuracy and the use of space in a fun and competitive way. Students learn to remain attentive to what is going on around them throughout the task. The game encourages teamwork and cooperation

What are the PDHPE skills involved in this game? How? Movement – students learn to throw and catch a ball with proficiency Interacting – students in stage 2 follow the rules of the game and instruction to avoid injury to self or others Communicating – students communicate with one another in order to tag or free their peers.

Equipment and Teaching cues

- At least 2 soft balls of different colours (use extra balls that match these colours as you feel necessary)- Encourage teamwork- Encourage students to call out to one another and use communication skills


Name of the Game: Adaption of “stuck in the Mud” Stage 3

Explanation In this activity, the same rules to “stuck in the mud” apply (2 teams - once a student is tagged, they must remain on the spot until someone frees them and they rejoin the game.) In this activity, a soccer ball will be introduced. There will be two teams – one team will wear oz tag tags, the other team will have to take these tags. Both tags must be taken before a person is ‘stuck’. In order to be freed, someone from the same team (team wearing tags) will have to kick the ball under the legs of the person who is stuck. Introduce more balls to keep the game interesting. Introduce rules like, students must pass (dribble) the ball amongst three different people before freeing anyone, time limit on how long one person can have the ball etc.

Why is this game important for this stage? The stage 3 students practice their ball skills (kicking and dribbling) The soccer ball is suitable for this age group (as opposed to a soft blow-up ball) The game is fast moving, encouraging ALL students to participate, keep active and make quick decisions/predictions The game includes more rules to follow, suitable for upper primary The game is fun, so no student feels unable or ‘not skilled enough’ to participate

What are the PDHPE skills involved in this game? How? Communicating – students call out to one another and use communication skills when passing the ball and freeing their peers Decision-making – students make rapid decisions in this fast-moving game – they must pass the ball amongst their peers before they can free a

‘stuck’ person. They must quickly decide who the best candidate is to pass the ball to Interacting – works in a group cooperatively, yet in a competitive environments where rules must be followed. Moving – Students dribble the soccer ball and ‘shoot’ between students’ legs (score), mimicking the manoeuvres in soccer

Equipment and Teaching cues - Soccer balls (at least 2)- Markers/cones- Tags – enough for half the class- Encourage the upper primary students to use the space- Make sure they move quickly and all students are involved


Name of the Game: “Defend and Attack” Stage 3Explanation This activity should be done in groups of 6. Small areas (squares) are marked out with cones for each group. Two students stand inside these cones, four students stand outside the cones.The students outside the cones must pass the ball to another student on the outside. They cannot pass to the person directly next to them (if there is a person directly next to them). The defenders inside the square must move into space and intercept the pass. When a pass is intercepted the defender swaps places with the outside attacker. The attackers cannot hold the ball for longer than 3 seconds and they

cannot move with the ball. Introduce a second ball if the students seem to lose interest. Game can also be adapted for kicking skills rather than throwing. Students could also make the activity more competitive by competing against another group – i.e. first group to make 10 successful passes without being intercepted wins.Why is this game important for this stage? In this activity;

The upper primary student develops skills in throwing, attacking, intercepting, defending and using space More balls are introduced to make it more challenging All students are active

What are the PDHPE skills involved in this game? How? Moving – students learn to move into space, and develop movement skills such as throwing/kicking, defending and attacking used in invasion

games. Interacting – students work cooperatively in smaller groups and follow the rules and instructions of the game Decision-making – students have a time restriction on how long they can hold the ball. They must make quick decisions as to where to throw

the ball next and where to move to before he ball is caught (outside attackers cannot move with the ball, but can move into space before the ball is caught)

Equipment and Teaching cues - Cones to mark areas- At least 2 balls per group- Remind students to move into space and think of startegies (and communicate these with one another)

Part B - INVASION GAMES

Name of the Invasion Game “Chain” Stage 2

Explanation The aim of this game is for students to reach the other end of the marked field without being tagged. Two students will start off inside the marked field. The rest of the class must run to the other end. Anyone who is tagged must join hands with the people who tagged them, forming a chain. They must not let go of their hands. Any tags made while the chain is broken are invalid. The last student remaining untagged wins. Introduce a ball. Students must pass the ball (using hands) to at least 2 other people whilst attempting to pass the chain. The ball cannot be held for more than 3 seconds and cannot be passed back and forth between the same people more than once. The entire back line is the try line or goals.Why is this game important for this stage?

The game teaches students to pass the ball quickly in invasion games All students are involved as the ball must not pass between the same students more than once. This forces all students to move into space

and communicate with one another in order for the ball to be passed. Students are also paying attention to what is going on around them – passing the ball, moving into the attacker’s space and watching where

their defenders are. The game requires teamwork

What are the PDHPE skills involved in this game? How? Decision-making – students must make quick decisions about passing the ball, moving into space and defending territory Communicating – students on the attacking side are required to communicate and ‘call the ball’ so their team mates know where they are

and where to pass the ball quickly Students interact with one another in a competitive environment, managing their behaviour and cooperating with the rules of the games and

teacher instruction.

Equipment and Teaching cues- One soccer ball- Markers/cones- Oz tag tags for half the class.


Name of the Invasion Game “tag ball” Stage 2

Explanation Class is broken into 2 teams, determined by 2 different coloured braids. They move about inside a marked area. One soft (bouncy) ball is used. At each end of the marked area, there are goals (about 3 metres wide) marked by cones. Each team is to get their ball through the goal at their opponent’s end of the field. In order for a goal to be made, student must cross the line holding the ball. Students are to tag the student with the ball; the ball then goes to the other team.-Ball must be passed among team at least 6 times before a goal can be scored. -Throws can be intercepted, but ball cannot be stolen out of hands.-Add extra balls (different colours for each team) to make the game more exciting.

Why is this game important for this stage? Students learn throwing and catching skills whilst moving. This is appropriate for stage 2 primary students as they further develop skills learnt

in early primary. The use of the soft ball (rather than a soccer ball, basket ball or football) is appropriate in this fast passed invasion game, as student may

throw the ball too hard or fast and miss their target under pressure. The soft ball is safe and encourages all students to participate as no one will get hurt catching the ball.

What are the PDHPE skills involved in this game? How? Movement – students develop their skills in catching and throwing balls at a target (to a person on their on their team). Interacting /Communicating– students work in teams, call to one anotherfollow rules, and behave appropriately towards one another. Decision-making/Problem-solving – students predict the game and make decisions about moving into space and find the best ways to reach

the goal.

Equipment and Teaching cues- At least one soft ball- 2 different colours tags ( about 15 of each)- Markers- Remind students o use their space and move as far as they can with the ball in order to gain as much ground as they can – avoid passing

quickly, students should try to get as close to the goal as possible before they are tagged.


Name of the Invasion Game “Beanbag thief” Stage 3

Explanation Class is divided into 2 groups. The aim of the activity is for one group to enter the other group’s territory and steal their beanbags without being caught. This team will wear a different coloured tag tucked into their shorts. When the defending team takes their tag, they cannot steal any bean bags until their tag is returned. Their tag will only be returned once a bean bag has been stolen. Only one bean bag can be stolen at a time. If a person is tagged with a bean bag, they must drop the bean bag where they were tagged. The bean bag may be collected by someone else on their team from this place. The defending team cannot return the bean bag to the end of the field. The defending team may attempt to steal back their bean bags from the other end of the field without being tagged. Each time a bean bag is stolen, each team must return to their side – teacher will advice when they are on-side. The team who ends up with all the bean bags wins.

This game is adapted from Physical Education Resources, http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspxWhy is this game important for this stage? This activity employs invasion principles and it suitable for upper primary students.

It has a degree of difficulty with the two teams and the rules. Upper primary students can handle more rules than lower primary. It contains aspects of oz tag as each team must remain on-side. Students learn of defence and attack ALL students are engaged in the activity – no one sits out. The activity employs team work which is important in many sports

What are the PDHPE skills involved in this game? How? Communication – students must communicate with one another on their team in order to obtain as many bean bags as they can whilst

defending their own Decision-making – students make decisions on where to run to and how to best get past the defending side Interacting – students work in a competitive group activity, following rules and developing strategies

(Pyke, 2001)

Equipment and Teaching cues- 10 bean bags- Cones to mark out area- Encourage students to use the space and devise strategies amongst their team mates


Name of the Invasion Game: Modified Oz Tag Stage 3

Explanation 2 teams with different coloured tags. The court is made smaller and less tags will be made (3 instead of 6) before the ball goes to the opponents. The same rules apply – students must be on-side for any tags to be valid. Knock-ons and forward passes are invalid. The back line is the try line. A football will be used. The game will be varied so girls will compete against boys to add excitement and more competition between the teams. Twist to the game – a student cannot score if they only have one tag. Therefore, if a player’s tag is removed, it will be dropped, the ball will be played from where the tag was dropped (where the player was tagged) and the players on the same team may pick up the tag and return it to the player only after the ball has been played and passed among team members at least once. Why is this game important for this stage?

The game progresses from a simple modified game of Oz Tag, to a competitive game between the sexes, to a game where the focus is not just scoring and watching the ball, but returning the tags to the player as well.

Upper primary students can handle a game like this; that has more complex rules and other dimensions (girls vs boys etc). Students remain engaged and challenged.

Students learn more advanced skills of throwing and catching in a game situation – similar techniques used in football and other invasion sports. The skill level and the pace of the game is higher than that expected in lower primary.

(Tinning et al, 2006)

What are the PDHPE skills involved in this game? How? Students adapt throwing action to cater for the sport of Oz Tag. They focus on accuracy in throws, direction and speed of throw appropriate

for the game, whilst following the rules of the game. Students are also expected to develop their skills in moving into space on the field. Students are faced with challenges and competition in invasion games like this. They must use problem-solving skills in predicting the game

and organising themselves on the field to cover all the space and move into their opponent’s territory in attempts to score. Interacting – Students in stage 3 are more mature and disciplined and therefore are expected to interact with one another appropriately and

safely. The ‘girls vs boys’ element allows students to use and develop their interacting skills in the competitive, yet enjoyable game situation.

Equipment and Teaching cues- One football- Cones to mark the modified field- Tags (2 types)- Encourage all students to become involved- Remind students to use the space- Compliment good passes

LESSON: Road Safety STAGE: Early Stage 1, KindergartenRelated lesson outcomes (PDHPE & other KLAs):SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe livingINES1.3 Relates well to others in work and play situationsWES1.9 Engages in writing texts with the intention of conveying an idea or message

Part & Timing

Content (WHAT) Teaching & learning strategies (HOW) Resources

Introduction

5 minutes

The purpose of this lesson is to introduce Early Stage 1 students to the importance of road safety in the community. Students work in groups to consolidate learning.

Orientation- Teacher will call students to the floor in front of the board.Short class activity – students will brainstorm what “safety” means to them and make links to cars and the road. Teacher will write key words on the ‘word board’.

Interactive whiteboard

Body

35 min

Pedestrian Safety - hold an adults hand.

- Show students a “buzzy bee” clip from you tube on safe pedestrian crossing procedure

http://www.youtube.com/watch?v=qNW3jdEioV8

- In table groups, students discuss the correct things to do before crossing the road that they noticed in the clip.

- Teacher will call class to be quiet again and someone from each table will share their answers.

- These will be written on the board.

-you tube clip on pedestrian safety- butcher’s paper – enough for each table and spares in case mistakes are made (remembering it it early stage 1 and students may struggle with writing)- crayons/textas- interactive whiteboard



- Teacher will discuss to the class that it is important to always cross at pedestrian crossings – ask students what do these look like? to reinforce their knowledge; to always cross with an adult; to look right, left, right; to never run – why? (students are involved in discussion)

- Teacher writes key points on the board under the heading “Safe Pedestrian Crossing”

- Each table group will then be given one piece of butchers paper and crayons.

- Each table will write one key point about pedestrian road safety from the board onto their butcher’s paper – these will be allocated to groups by the teacher.

- Each piece of butcher’s paper will be put on display around the room this week.

Conclusion

10 mins

Thinking about pedestrian safety

- Students will come back and sit on the floor.- Teacher will have randomly arranged key

points children should do before crossing the road.

- As a class, students will order these points correctly on the interactive whiteboard.

- Individual students will move these points to where the class agrees is correct. Check at end of lesson.


Lesson Evaluation- Were all students actively involved in activities?- Were activities organised and structured?- Were sufficient resources used?- How effective was group work/activities?- Did children demonstrate an understanding of topic?- What have the students gained from the learning experience?- How were any of the five main pdhpe skills incorporated into this lesson?- What didn’t work well in today’s class?

LESSON: Nutrition STAGE: 1 – year 2

Related lesson outcomes (PDHPE & other KLAs):PHS1.12 Recognises that positive health choices can promote wellbeingCOS1.1 Communicates appropriately in a variety of waysWMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained

Part & Timing


Introduction

10 mins

In this lesson, students work individually and in pairs to learn about nutrition and healthy eating habits, covering “healthy foods” and “sometimes foods”

Orientation – students are seated at tables paying attention to teacher.

- Class discussion around “healthy” – What makes us healthy?

- Teacher writes this as a brainstorm activity, writing key words students say on the board and students copy into their books.

Interactive whiteboardworkbooks

Body

25 mins

Food choices for good health! - Teacher discusses with class the terms “healthy foods” and “sometimes foods”.

- Students are asked to give examples of these and teacher divides the board into 2 sections – “healthy” and “sometimes” and writes the students’ examples under the correct heading.

- In pairs, students will be given a laminated image of a fridge labelled “healthy” and another laminated image of a fridge labelled “sometimes”.

- Teacher has prepared laminated cut outs of healthy and unhealthy foods. Each pair is given 6 examples and works to place them with blu-tac onto the right fridge.

- Students then swap their completed healthy and sometimes fridges with the pair near them and check.

- Students then ‘un-stick’ their foods and swap with another group (a group with different

Laminated cut outs – enough for 1 between 2Blu-tac

food examples) and repeat the activity.- Class discussion follows this activity –

sharing of some answers.

Conclusion

10 mins

Pack-up and think about healthy eating.

- “pack up music” is played and children have 2 minutes to pack up their things and count 6 food cut-outs (per pair) to return to front.

- Discussion – what did we learn today? Why do you think it is important to eat well? What happens if we eat too many sometimes foods and not enough healthy foods? Go home and look at how many healthy foods you can see in your house. – making the topic relevant.

Lesson Evaluation- Were all students actively involved in activities?- Were activities organised and structured?- Were sufficient resources used?- How effective was group work/activities?- Did children demonstrate an understanding of topic?- What have the students gained from the learning experience?- How were any of the five main pdhpe skills incorporated into this lesson?- What didn’t work well today?

K-6 PDHPE BLANK LESSON PLAN PROFORMA

LESSON: Peer relationships STAGE: 2, year 3Related lesson outcomes (PDHPE & other KLAs):COS2.1 Uses a variety of ways to communicate with and within groupsDMS2.2 Makes decisions as an individual and as a group memberIRS2.11 Describes how relationships with a range of people enhance wellbeingTS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations

Part & Timing


Introduction

5 mins

The purpose of this lesson is for students learn about and discuss the mechanisms behind making and maintaining friendships in the community. Students will draw upon their own experiences and share ideas in a group setting.

Orientation – students are seated at their tables while teacher introduces topic.

- Brainstorm activity as a whole class – “friendships”- Students copy into their work books


Work books

Body

35 mins

Peers – making and maintaining friendships

Discussion – how do we meet people? How did you meet the person sitting next to you? How long have you known your longest friend?

- Make the topic relevant – ask students to tell you what they look for in a good friendship – write some points on the board. i.e. Good friends are: good listeners, shares, funny...

- Students copy these into their books and then re-order them in a list that they feel ranges from most important to last important. This is an individual task and lists may vary between students.

- One student may volunteer to come up to the interactive whiteboard and order the terms, showing the class his/her personal view on most important qualities in a good friend.

- Peer interview – teacher will have prepared a work sheet with questions that the interviewer will ask one of their peers. Students should interview another student that they do not play with at lunch. Questions on work sheet will include, who are your best friends? What qualities do they have? List three things that I could do to be a better friend, how can I be friendly to someone without being “best friends”? etc. (the students who did not interview this class will interview next class)

this activity adapted from Alberta Health Services, 2009, http://www.teachingsexualhealth.ca/media/lessons/Diversity_BuildingPeerRelationships.pdf

Work books


Work sheets

pens

http://www.teachingsexualhealth.ca/media/lessons/Diversity_BuildingPeerRelationships.pdf


Conclusion

5 mins

Thinking about good friendships

- Students return to their seats.- Teacher writes on the board “To have good friends,

I need to be one”- Discussion around this topic using key words and

consolidating what students learnt today.



K-6 PDHPE BLANK LESSON PLAN PROFORMA

LESSON: Personal Identity STAGE: 3, year 5Related lesson outcomes (PDHPE & other KLAs):GDS3.9 Explains and demonstrates strategies for dealing with life changesINS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situationsCOS3.3 Communicates confidently in a variety of situationsTS1. Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities.

Part & Timing


Introduction

This lesson focuses on the importance of self-esteem on individual growth and development. Students draw on own personal experiences and

Orientation – teacher introduces topic- Brainstorm self-esteem to check students’

prior knowledge.


10 mins learn that how we feel about ourselves affects how we view and treat others.

- Questions to ask – when we say someone has high self-esteem, what do we mean? Why do you think some people have high self-esteem and some people have low self-esteem?

Body

30 mins

Enhancing self-esteem Individual activity. This is a quiet activity – When you make good choices for yourself, how does it make you feel? Give an example of a good choice you have made. These answers will not be shared, it is merely for individual benefit and understanding of self-esteem.

- Teacher makes sure everyone is working. If some students are struggling, ask them questions to promt their thinking.

Show excerpt from video Big Changes, Big Choices 3 – Enhancing Self-Esteemhttp://www.youtube.com/watch?v=EYV4ogFYCjw

- Have a work sheep prepared for students to answer and discuss in pairs after watching the film. Is our self-esteem permanent or does it change?One girl in the video said that when people kee putting you down, you start to believe it. What do you think this does to self-esteem?

-Allow some students to share their answers. Then divide the board into 2 columns and list factors that cause low self-esteem and things we can do to improve self esteem. Ask students to give you the key words to write in each column. Students copy into their books.

You tube clip

Work sheet


http://www.youtube.com/watch?v=EYV4ogFYCjw

http://www.youtube.com/watch?v=EYV4ogFYCjw

Conclusion

5 mins

Thinking about self-esteem in schools.

Make the topic relevant – link what was learnt today to their own school. i.e. bullying might be a current problem in the school – discussion around how this affects self-esteem/ identifies people in their life who can improve self-esteem.


APPENDIX

Alberta Health Services (2009), retrieved 01 April, 2011 from http://www.teachingsexualhealth.ca/media/lessons/Diversity_BuildingPeerRelationships.pdf


NSW Institute of Teachers (2011) Professional Teaching Standards 2011, retrieved 28th March, 2011 from http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/

Physical Education Resources, retrieved 29th March, 2011 from http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspx

Pyke. F. (2001) Better Coaching: Advanced coach’s manual. Australia: Australian Sports Commission.

Tinning, R., McCuiag, L., & Lisahunter. (2006) Teaching Health and Physical Education in Australian Schools. Australia: Pearson


http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/

Documents

pdhpe 1