Create a poster/sign/dance/
rhyme for the important steps of washing hands and/or when they should be washed
- To be placed around the classroom/bathroom
/school

~Discuss with children about what emotions the characters are showing. 
~ Pair up with a partner- use facial expressions to convey an emotion- can your partner guess what your feeling?  
~ Make a poster with different emotions- what they look like/ sound like, etc.

-Watch the youtube video Sesame Street 'Come and Play' https://www.youtube.com/watch?v=LaTKfMJ3jd0&list=PL-VkjAX1VUVjlmLwzPESNqBCij9FjZ-nb 
-Discuss what we saw in video, ask children if they have ever been the child left out, how does it feel etc. 
-Identify ways in the video the children promoted inclusion (saying hey, my name is... come and play)
-Ask students to sit with a partner, ask eachother what they like to play or do in the playground, find something in common you could do together.
-Make a poster, highlight steps to including others, strategies to include others in games, promoting good friendships 

Activity:
Discussion: Describe a time when you have felt:
- excited
- frustrated
- relieved
- nervous
- happy
-surprised
- lonely
- embarassed
- proud
Students are then given a range of scenarios and are asked to describe how they would feel in each situation using the words we have discussed.
Examples of scenarios:
- your puppy licks you and leaps on you when you get home
- you broke your grandmother's favourite cup
- you can't get back to sleep in the middle of the night
- you're starting a new school
- you scored the winning goal in the netball final

Activity:
- review fundamental movements to warm up
- students stand in a circle
- the teacher do a movement first, the next students need to copy this movement then do a new one.
- the last students will copy all the movement that have done before in right order and give a new movement. 
- everyone do all movements together.

Activity:
-In the class, the teacher encourages students to do three movement activities. 

-The first activity is to do the yoga. Students can stand on a circle and one student gives a yoga post and others stimulate it. 

-The second activity is to divide students into pineapple group, apple group and strawberry group. When the teacher gives instructions about one of the group, the group of students run and others just stay.

-The third activity is to play basketball. Students can learn how to hold and dribble the ball, and even shoot the ball. 

-In the end of the class, students can discuss with their peers which activity was the most difficult for themselves. And what's their feelings about the three of the activities

Activity:
Create a ‘vegetable person’ using real vegetables or pictures of vegetables. Help children use toothpicks to make their vegetable person stand up and be three dimensional. If using real vegetables, encourage children to eat their vegetable person for morning or afternoon tea. 

Elaboration:

Activity:
1. Students are taught/ perform the Nut Bush dance.

2. In groups of 3/4 students work together to choreograph their own movements that they can incorporate into the dance. For example adding arm actions or changing the sequence of the 
movements. 

3. Reflection:
Group discussion on how dancing made them feel and the benefits of social line dancing, eg: not requiring a partner to participate.

1. Performing routines incorporating different jumping techniques and connecting movements (AP, RE, FMS)

2. Demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge (FMS, AP)

 

Warm up: 
Students do a ‘Go Noodle’. This is an interactive website which has various dance videos. Students copy the dancers on the screen in front of them. After, students and teacher have a quick discussion of the fundamental movement skills involved (if they haven’t learnt this before take the time to explain to the students what fundamental movement skills are)- using the ‘Go Noodle’ to give examples. 

Activity: 
In small groups, students create their own movement sequences (dance routines) using the fundamental movement skills discussed. As there isn’t a lot of time, limit students to the number of moves you’d like them to include.

Activity:
1. Students will be taught the hoedown throwdown dance, thinking about the different movements and the changes in body movements in the process.
2. Students will work together in pairs/small groups to learn the dance moves.
3. Music will be played to support dancing.
4. Students will perform their dance!
5. A reflection will be held about the various moves - what was enjoyable, difficult, etc.

ACTIVITY
Mini Lesson:
Students as a group estimate how tall they think they are (in units of choice i.e. mm, cm, m), this is recorded by teacher on whiteboard in a format such as a table.
Main activity:
* In pairs, students will use a piece of string (or the likes) to measure their partner. Students may like to lay on the ground or stand to do this. They then need to either cut or mark the string at the required length of their height.
* Students then use the string to measure how long (tall) it is along a large scale such as a oversized ruler or tape measure. Teacher may need to assist.
* Recording measurements (teacher may  need to assist with some) on the chart previously done with estimations.

REFLECTION
* Re-group and work through the estimations and actual measurements, ask students how tall they might be in one year, or how tall they may have been one year ago.
* Students can go home and ask parents/carers how tall they were when they were born - this may assist in putting perspective in how much they have grown since birth.

Mini lesson
Intro: Show students short clip called "All That We Share" (https://youtu.be/jD8tjhVO1Tc), a Danish video designed to break down stigmas in people from all backgrounds.
Activity
Your class (or group of people) need to be split into groups. These groups can be based on anything from age, to cultural background, to religion, to gender. Anything that could be seen as different, or perhaps has a stigma attached, as the aim of this activity is to break down those stigmas. The amount of people in each group will be determined by the size of the whole group and the basis of the groups. Each group must stand towards the outside of the room. If you are worried about breaking the students into groups, it can be done as a whole class with everyone standing in a circle. The next step is to ask a series of  yes/no questions tailored to the group of people you are asking (Teacher must have a prepared questionnaire, e.g. were both your parents born in Australia? Do you like chocolate?). You must explain to your group of people that if they answer yes to the question being asked, they must head to the middle of the room. When the next question is asked, they will either remain in the centre if they still answer yes, or go back to their corner/circle if they answer no.
Conclusion
To finish the lesson have a discussion with the group about what they have learnt from the activity.

Intro:
discuss what a friend is and what makes a good friend as a class. Brainstorm ideas on the board. students receive a 'find a friend' sheet which they need to find someone who likes the same things as themselves.