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Physical Activity and Kids Let's Move It!

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Foundation Level: Movement and Physical activity: Understanding movement.

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Foundation Level: Movement and Physical activity: Understanding movement.

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Content Descriptor: Explore how regular physical activity keeps individuals healthy and well (VCHPEM066).

Elaborations: Describing how they feel after participation in different physical activities.

Activity: Watch engaging youtube clip. https://www.youtube.com/watch?v=U4T8kXRVwTM

Class discussion: What did you see in this video? What were the children doing? Who has done these types of activities? How do you feel when and after doing these activities?

Further extension activity: Children draw their favourite physical activity. They draw a picture that shows them doing this activity, and they depict their feelings about it.

Children hang these pictures on wall to display around the classroom.

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Grade 5/6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communitiesTask:•	Research what choices people from different cultures or generations make about their breakfast and why (economic, cultural, historical, and geographical factors) (Wright, 2014). •	Students create a poster and present their findings to the class •	Reflect on how these breakfast choices are similar or different to what we eat for breakfast in Australia, and how these choices may maintain health

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Grade 5/6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communitiesTask:•	Research what choices people from different cultures or generations make about their breakfast and why (economic, cultural, historical, and geographical factors) (Wright, 2014). •	Students create a poster and present their findings to the class •	Reflect on how these breakfast choices are similar or different to what we eat for breakfast in Australia, and how these choices may maintain health

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Foundation Level /Movement and Physical Activity/Moving the body

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Foundation Level /Movement and Physical Activity/Moving the body

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Content descriptor: Participate in games with and without equipment

Elaborations: participating in games from other cultures

Activity: Playing a game from a different culture. For example a game from Chile called ‘Corre, Corre la Guaraca’ http://www.mamalisa.com/?t=es&p=4110

Introduction to lesson: Since this is similar to ‘Duck, Duck, Goose’ the lesson will start of this game. Then it will be followed by an explanation of how there’s a similar game that’s played in Chile.

Body of lesson: The children will remain in the circle, one student will be chosen to be it and then they will then learn the chant they will have to say while the ‘it’ person is running around the circle. Eventually, the ‘it’ child drops the handkerchief on a child's back or on his head. If that child notices it, she takes the handkerchief and chases the one who's ‘it’ around the circle until the one who's ‘it’ takes that child's spot in the circle, then it continues.

Conclusion to the lesson:Students will be required to talk about the similarities of the new game, ‘Corre, Corre la Guaraca’ and ‘Duck, Duck, Goose’. Can be extended by asking the students what other culture games do they want to explore or share.

Kamilah Sannang

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FOUNDATION

Content descriptor:

Name parts of the body and describe how their body is growing and changing

Elaboration: recording and mapping growth on individual and group growth charts or constructing a class height line (RS)

BEGINNING:
WALT: We are learning to measure our heights in order to construct a class height line

SUCCESS CRITERIA:
-I will work with a partner to make a piece of string exactly my height
-I will be able to point out who is the tallest and shortest in the class
- I will be able to point out one person who is taller and one person who is shorter than me

Explanation: Discussion of height to link with prior knowledge

Does our height stay the same?
-why does it change?
-when we grow up will we all be the same height?

-Who is the tallest In our class?
-How could we use yarn to help us?

Activity:
each get a piece of yarn each- with a partner you will stand against the wall- one holds the string at their head, the other at the feet, and they cut the string to the height
-stick it on a wall with picture of the child

End: Class discussion
who is the tallest?
who is the shortest?
Students look at chart- name someone who is taller/shorter than you?

Reflection:
will our heights stay the same? How could we use our chart to see how we change?

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Grade3/4Curriculum strand: Describe strategies to make the classroom and playground healthy, safe and active spaces.

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Grade3/4Curriculum strand: Describe strategies to make the classroom and playground healthy, safe and active spaces.

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Activity:
Brainstorm at least 5 ideas that you could use to promote sustainability within a school, eg. how to save energy in the classroom, reduce amount of waste within the school.

Pick One of those ideas and develop a five point plan that will help you enact this idea. the plan should include: the aim of the project, who will be involved, five points that will help you achieve this goal, and what will the result look like in the end.

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Content description: Movement and Physical activity - Participate in games with and without equipment

Content Elaboration: participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes

Activity:
Participate in the game musical statues.

Intro:
Discuss movement, dancing and rules of the game. How our bodies can move fast and slow to a rhythm.

Body:
Children dance and freeze when the music stops. Once each child gets out they help to point out which children move when the music stops.

Conclusion:
Discuss their movement and if the music tempo encouraged them to move fast or slow, discuss how easy it was to freeze and stay still and discuss being fair and the rules of playing games in a large group.

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Apply basic rules and scoring systems, and demonstrate fair play when participating.                            Elaboration Recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues.

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Apply basic rules and scoring systems, and demonstrate fair play when participating.                            Elaboration Recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues.

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Level 3 and 4
Activity
Introduction:
Talk about what does unfair and exclusion mean when playing sport.
Body:
Students will then talk about sport situations in which they may have seen/experienced exclusion and or unfairness. Then get into small groups pick a situation, in which explored unfairness or exclusion and identify, strategies they deem appropriate to overcome them.

End:
Discuss these strategies and situations with the whole group and where others can contribute.
Maya Deknache

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Content Description: Adopt inclusive practices when participating in physical activities
Ahmet Eskin

Elaboration:

Working cooperatively with team members to maintain possession in a game by passing to other players and listening to team-mates.

Activity: Keepings of with groups of two

Introduction: Children will be told how the game will work and how in order to win that they must keep the ball for the longest amount of time. Children will be split into pairs and will enter a small grid constructed by cones and will have to work together to pass the ball to one another without the other pair winning the ball.

Body: The body will include choosing the pairs and getting the game started. Children will play for about 7 minutes and who ever keeps the ball for the longest amount of time will be crowned as the winner of that session.

Conclusion: The conclusion will include asking the children what they thought was the key factors that they should have displayed/considered in order to effectively compete in the game. The educator then could discuss the importance of communication and teamwork in order to successfully maintain the greatest amount of possession in the game.

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Level 2: Practise strategies they can use when they need help with a task, problem or situation at home and/or at school (VCHPEP073)

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Level 2: Practise strategies they can use when they need help with a task, problem or situation at home and/or at school (VCHPEP073)

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Natasha

Activity:

Each student traces their hand. On each finger they write the name of a friend or trusted adult that they feel they can go to for help or if they feel unsafe.
Encourage students to consider a range of contexts and choose people that span across these.
Create a table as a class about settings and people listed (e.g: friends, parents/family members, teachers).

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Content descriptor- Levels 3 and 4: Discuss and interpret health information and messages in the media

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Content descriptor- Levels 3 and 4: Discuss and interpret health information and messages in the media

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Vanessa Masterson
Activity
Students will develop a critical understanding of the health information they view in the media.
- Individually select a recent health trend seen on TV, Facebook or another form of media- e.g. placenta pills, gluten-free diet, detox, 5:2 diet etc.
- Use the Google Ngram Viewer to get an idea of when this health idea was first mentioned and the growth of the trend.
- Describe the way the media portrays this trend.
- Look for whether this trend is supported by any respected scientific evidence, health or medical organisations.
- Write an argument for or against this health trend.
- Present this argument to the class.

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Content descriptor - Foundation: Name parts of the body and describe how their body is growing and changing

Content elaboration: Recording and mapping growth on individual and group growth charts or constructing a class height line

Introduction to lesson: Group discussion about the different heights of family members of students (eg. who is the tallest in your family? Who is the shortest? Who is taller/shorter than you? Why?)

Body of lesson: Students will need to order themselves from shortest to tallest in a line. Students must then trace around each students body on a large piece of paper and then order the silhouettes shortest to tallest.

Conclusion to lesson: Students will be required to measure their bodies. This activity can be extended in the future by labelling parts of their bodies on their outlined drawings.

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Content description - identify personal strengths - Foundation level

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Content description - identify personal strengths - Foundation level

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Content elaboration - describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful.
Activity - begin with watching a video about persistence: https://www.youtube.com/watch?v=oHfqNUyavAI
Next in a group give students different scenarios (depending on time) that would require persistence and invite students to answer or even act out what they would do. To finish discuss what they have learnt about persistence and what they might do in the future if they are faced with a challenge.