Consider alternatives by comparing different or creative ways to approach a task, issue or problem and recommend a preferred option.

_{Participate in physical activities to explore how their body feels and describe how regular physical activity helps the body stay healthy and well. AC9HP4M04}

_{Investigating the influence of regular physical activity on quality of sleep, concentration and overall wellbeing. AC9HP4M04}

_{Participating in physical activity circuits to explore how the body feels before, during and after participation. AC9HP4M04}

Level 3 (Years 3-4)

Create possibilities by connecting or creatively expanding on new and known ideas in a variety of ways

_{Apply creative thinking when designing movement sequences and solving movement problems. (AC9HP4M07)}

_{Consider alternatives by comparing different or creative ways to approach a task, issue or problem and recommend a preferred option. (AC9HP4M07)}

^{Participate in physical activities to explore how their body feels and describe how regular physical activity helps the body stay healthy and well. AC9HP4M04.}

^{Investigating the influence of regular physical activity on quality of sleep, concentration and overall wellbeing. AC9HP4M04}

_{Watch this video to start the lesson and before the class discussion (2 -3 minutes). https://www.youtube.com/watch?v=u8SsE_QPKlM}

_{Class discussion and activity (30 minutes)}

• _{Create a mind map as a class.}

• _{Discuss the benefits.}

• _{Discuss what you can do to benefit your body.}

• _{Discuss what you can do to benefit your mind.}

  
  

_{Allow all students to participate by talking about how physical activity benefits them and how they are physical each day. Allow students to reflect and discuss with a friend how they are physical each day and how they think it benefits them at school or at home.}

_{After the partner discussion reflect as a class and add each students answers to the mind map. Discuss any patterns they notice. Discuss the different feelings and moods that are discussed.}

_{End the lesson with a team game (10 minutes)}

• _{Everybody's it}

• _{Red rover}

• _{Line chase}

Lesson 2: Develop a journal (15 minutes)

_{Students develop a 5 day journal of their daily physical activity, foods, moods and sleep. After explaining the task this will be the students responsibility to record this each day. Encourage the students to do at least 30 minutes of physical activity a day.}

_{Questions that will be displayed on a worksheet for students to answer after the five days of journaling.}

• _{How did their body feel on the days they did no physical activity?}

• _{Was their mind and body really tired some days?}

• _{Did they have a lot of energy?}

• _{What foods did they eat on that day?}

• _{Were they physical mostly at school or mostly at home?}

• _{Did they sleep well over the 5 day journal?}

• _{What physical activity did you do at home?}

  
  

Lesson 2: Second part

(5 minutes of instructions) (30 minutes physical activity)

_{Students participate in a circuit based activity to develop an understanding of how the body and mind change and feel after different forms of physical activity.}

_{Participating in physical activity circuits to explore how the body feels before, during and after participation. AC9HP4M04}

_{Circuit Plan.docx}

_{If there is spare time at the end of the lesson, have a class discussion about their body and the way they felt.}

Years 3-4

_{Create possibilities by connecting or creatively expanding on new and known ideas in a variety of ways. AC9HP4M07}

• _{Involve the students in designing a short 5 minute warm up activity that can be used before each Physical education lesson. (Individual, in pairs or groups of three)}

• _{Students must also trial their warm up to make sure it stays within the 5 minute time frame and is achievable.}

  
  

_{This will encourage students to share their opinions, likes and dislikes on what they like to do before playing sport, this will encourage cognitive and creative thinking skills when developing a group of movement skills for the class to use.}

_{Apply creative thinking when designing movement sequences and solving movement problems. (AC9HP4M07)}

_{Consider alternatives by comparing different or creative ways to approach a task, issue or problem and recommend a preferred option. (AC9HP4M07)}

Task:

• _{Develop a warm up}

• _{Trial the warm up}

• _{Demonstrate the warm up to the class, whole class participates.}

Example:

_{PE Warm up}

• _{Run 3 laps of the basketball court.}

• _{20 star jumps}

• _{10 box steps}

• _{2 minutes of stretching legs and arms}

Lesson 4 : Record a day in the life of you

_{Theory(40 minutes), Physical (10 minutes)}

_{Explore recommendations about physical activity and sedentary behaviours, and discuss strategies to achieve the recommendations AC9HP4M06}

_{Explain to the students about a day in the life of yourself. Explain your routine and write on a whiteboard an example of what each hour looks like,}

_{My day as a PE teacher:}

_{5am - Workout.}

_{6am - Shower, breakfast, get dressed.}

_{6:45am - prep/pack lunch and water bottle.}

_{7:30 - leave for work.}

_{8am - arrive at work.}

_{8am - 840am - sort out classroom, prep for the first lesson.}

_{8:40am - Get any equipment out that is needed for the day.}

• _{Once example is shown to the students, provide them with pencil and paper and get each student to write down their day from when they wake up and when they go to bed. (individual task). Remind students to include the exact times they are physical throughout the day.}

  ^{_{Participating in a range of physical activities and investigating opportunities to incorporate these into lunchtime activities to encourage students to be active at lunchtimes. AC9HP4M06.}}

  
  

• ^{Once students have developed their daily routine, have a class discussion about when they are physical throughout the day and how it helped them. If they don't complete any physical activity throughout the day then they can strategize and work out when they could to benefit their minds and bodies. _{Create possibilities by connecting or creatively expanding on new and known ideas in a variety of ways. AC9HP4M06.}}

^{For the last 10 minutes of the lesson, play a team game to exert any energy after sitting and concentrating for a long period.}

_{Participate in physical activities to explore how their body feels and describe how regular physical activity helps the body stay healthy and well. AC9HP4M04}

_{Apply creative thinking when designing movement sequences and solving movement problems. (AC9HP4M07)}

_{Consider alternatives by comparing different or creative ways to approach a task, issue or problem and recommend a preferred option. (AC9HP4M07)}

_{Allow the students to choose the stations they would like to have on a circuit. Place students into groups of four and allow 2 minutes to discuss within their group and choose the activity they will have on their station.}

• _{Stations must be different exercises from the previous lesson.}

• _{Each group of students are to demonstrate the exercise to the class that they have chosen, how long for? how many reps?}

• _{Class discussion of how they felt after trying new exercises, did they like the exercises? would they choose them again? were they difficult or easy? Did they enjoy choosing an exercise for the class?}

  
  

• If a student receives four or more unsatisfactory marks their results will be graded a D.

• If a student receives three or more Satisfactory marks and the rest unsatisfactory their results will be graded a C.

• If a student receives three or more satisfactory marks and the rest are Excellent their results will be graded a B.

• To receive an A grade mark the student must receive all Excellent marks.

Assessment rubric.docx