Etl115 Hpe Lesson Plan Two Part 1

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LESSON
PLAN
Lesson 1 of 1
Band/Year: 4-5
Focus
Space Awareness; Body Preparation; Gross motor skills; Locomotor skills; Listening skills;
teamwork, socialisation and communication; skill practice
Curriculum
Outcomes

Students will participate in Standards 2 & 3 of the South Australian Curriculum Standards
and Accountability Framework, where students demonstrate competency in motor skills and
movement patterns needed to perform a variety of physical activities; including throwing and
catching
Content Teaching points Activity/Class Organisation:

Examples
of pictures
used with
instruction
Introduction
(2 minutes)

9.00am
To
9.02am

WARMUP
(8 mins)
9.02am
To
9.10am

SAFETY FIRST: Reminder of safety
requirements. Students quickly choose a
buddy, then spread out in the playing area,
keeping a safe distance to avoid bumping
into each other

Instruct students of the object/goal of the
lesson and that it will involve a
a. warm-up activity;
b. main event;
c. cool-down activity;

There are 6 warm-up activities
1. the first 5 activities on their own
2. the 6
th
and final activity with your
buddy

Numbered/pictured/written instructions are
placed on an end wall of the hall.

Describe and demonstrate each activity
performed before starting.

Instruct students to use listening skills for
changes in music, to indicate moving onto
the next activity.

When the music changes, students follow the
numbered/pictured instructions, from 1-6.

Teacher to remain focused on time limits
for each activity

Teacher to remain focused on the need for
music change

Supervision of students and their skills
levels e.g. some children may have
difficulties performing some jumping
skills or with co-ordination

Warm-up activity 6 students may choose
to perform this task slower, resulting in
e.g. 8 turns in each direction.

Students firstly required to be
standing quietly, ready for the first
instruction.

May use: 1,2,3eyes on me to gain
attention, or whistle, particularly
before proceeding with the cool down
event.

Students decide in this instance, who
they wish to pair up with for the final
activity, and then quickly and quietly,
make some space between each other
for the first 6 activities.

WARMUP ACTIVITY 1:
Hip swings swing hips from side to
side in time with the music (1 minute)
WARMUP ACTIVITY 2:
Double hops Hop twice onto the
right foot, then hop twice onto the left
foot. Repeat until change in music (1
minute)
WARMUP ACTIVITY 3:
Jumps and freeze Jump and then
land feet apart with knees bent and
hold this position. Repeat, swapping
which foot is in front (1 minute)
WARMUP ACTIVITY 4:
Scissor jumps continuous jumping
with alternate feet forwards in a
scissor action repeat (1 minute)


WARMUP ACTIVITY 5:
Jumping beans jump up and down
on the spot (1 minute)
WARMUP ACTIVITY 6:
Select your buddy link elbows and
jog 15 steps in a clockwise direction
(2 minutes)

Time

Body
(3 minutes
allowed for
instruction/dem
onstration of
next)

9.10am

To

9.13am

SKILL
PRACTICE
(20 mins)
9.13am

to

9.33am

SAFETY FIRST: Inform students of
potential risks to performance of the
activity Not to be played close to
windows.

1. Create and tape 1 station of
instructions between each
team/group of 2 students. E.g.

2. Each team of students are given a
bottomless plastic milk jug + one
tennis ball e.g.

3. Each pair of students, become
number 1 and 2 and are to perform
tasks listed on the instruction
station, beginning at number one,
then moving onto the next task until
all tasks are complete.
4. Student practicing the task stands
behind the 12ft mark from the wall,
indicated on the floor with a piece
of white tape, or coloured spot.
5. Person 1 has a turn at the task,
while person 2, reads out the
instruction.
6. Team players then swap roles.
Person 2 has a turn at the task,
while person 1, reads out the
instruction.
7. Each team of 2, proceed through the
list to the end, practicing the skills
correctly.

Milk Jug Wall Ball

1. Students will perform tasks in
pairs, preferably with the
buddy from the warm-up
activity.
2. Instructions for activities are:
a. Toss ball above head, let
bounce once, and catch
b. Toss ball above head,
catch on fly
c. Toss ball to wall on fly, let
bounce once, and catch
d. Toss ball to wall on fly,
catch on fly
e. Toss ball to wall on fly,
clap hands or hit milk jug
in front and in back of
body, catch on fly, or after
once bounce.
f. Back to wall, toss ball to
wall on fly, turn, catch on
fly (or after one bounce)
g. Toss ball in the air, do one
jumping jack, catch ball
on fly or after one bounce
h. Toss ball in air, turn 180
degrees, catch ball on fly
or after one bounce

INSTRUCTIONS
~~~ ~~~ ~~~ ~~~
~~~~~ ~~~~ ~~~


Closure
Packup Time
(2 minutes)

9.33am

to

9.35am

Cool-Down
9.35am

To

9.40am

Next Lesson
Students are called to attention using a whistle, then asked to return items used,
adhering to the following directions:
Walking quickly but quietly
a. Student who has hold of the milk jug last, is responsible for returning the
milk jug to the appropriate storage compartment.
b. Student who has the tennis ball last, is responsible for returning the tennis
ball to the appropriate storage compartment,
then return to face the teacher, standing-no talking, with space between each
student at least an arms length.

Follow the Leader - On the Spot
Instruct students to perform the following activities slowly as part of their cool-
down process

1. Skip slowly on the spot, moving arms gently in a swinging motion
2. Place hands on shoulders while skipping on the spot.
3. Stretch arms over head, while skipping on the spot.
Repeat activity 2 times
4. Performs 10 slow jumps on the spot.
5. Place hands on shoulders, perform 10 slow jumps on the spot.
6. Stretch arms over head; perform 10 slow jumps on the spot.
7. Walking on the spot, move arms gently in a swinging motion.
8. Place hands on shoulders while walking on the spot.
9. Stretch arms over head, while walking on the spot.
10. Standing still, move arms gently in a swinging motion
11. Place hands on shoulders, then stretch arms over head while standing still

Question time
&
Advise students what the next lesson will involve

Evaluation Qs you will ask yourself
*What is the general goal or
objective
*How can skills be modified
to cater for students with
existing injuries or
disabilities?
*Requires nil competition
between students, however as
a teacher, develop an
awareness about those who
may have difficulties with
throwing/catching, and
consider further skills for self-
improvement.
*How can modifications be
introduced to make tasks more
difficult for those who
throw/catch well?
*First aid
Students
feedback
*Can they be asked
to use their opposite
hand for
throwing/catching;
can they stand
further back; could
balloons or different
sized balls be used to
change the challenge
of the tasks?
*What self-
assessment forms
can be used, for
students to improve
skills?
*Feedback from
students & advising
them what the next
lesson will involve.
*On completion of
tasks, students can
practice the skills in
reverse order, or can
design a combination
of the tasks or their
own inventions to
practice until the
Other (eg venue, equipment)
*Indoor activity.
*Requires 1 tennis ball between every
2 students.
*Requires 1 bottomless milk jug
between every 2 students.
*Ensure equipment is ready prior to
class beginning.
*CD Player with appropriate music
*Whistle for gaining attention
*Adhesive Tape
*Enough instruction sheets to adhere to
walls
*Coloured dots, or tape to indicate
starting/line-up lines, 12 feet from
practice walls.


time limit is up.
Reflection
*Will need to consider safety regarding environment no playing near windows; no sharp edges
on milk jug bottles;
*Activities may need to be simplified to allow time for all the above
*Students may like to devise their own skills practices
*Consider safety with children turning 180, not falling over if performing this too fast
*Development of a feedback/assessment form

Barrett, Brian. (2005). Games for the whole child. Champaign, Ill.: Human Kinetics.

Carpenter, Jeff. (2003). Mix, match, and motivate: 107 activities for skills and fitness.
Champaign, Ill.: Human Kinetics.

Lichtman, Brenda. (1993). Innovative games. Champaign, Ill.: Human Kinetics Publishers.

Oatman, David. (2007). Old favorites, new fun: physical education activities for children.
Champaign, Ill.: Human Kinetics.

SACSA. (2004). South Australian Curriculum, Standards and Accountability Framework.
Retrieved May, 11, 2012, from http://www.sacsa.sa.edu.au

Smith, M., Schmerlaib, Y., Ledger, E., Kellett, E. (2003). Sing along, move along: promoting
childrens health through music and movement. North Adelaide: Health Development
Foundation.


LESSON PLAN Lesson 1 of 2 Band/Year: 4-5
Focus Feeling healthy: Feeling Good : Sleeping, sleeping, we know we should
Curriculum
Outcomes

Health Students will learn about why they need sleep to feel healthy and feel
good; looks at maths (time) concepts; decision making
Standard 2 South Australian Curriculum, Standards and Framework: Primary
Years Band Years 3, 4 & 5, which shows students will be able to explain the
importance of fitness to them and others including the need to get enough sleep

Content Teaching points Activity/Class Organisation:

Introduction
9.00am

To

9.03am
IF TIME PERMITS, TEACHER
COULD START THE CLASS
BY:
*beginning lesson by acting very
sleepy; yawning; showing lack of
sleep the previous night;
*students may ask why the
teacher is behaving that way.
Teacher may explain he/she cant
concentrate or learn as they
didnt get enough
sleep.leading into the topic
Advise students that the task
today will be:
1. to learn, and discuss why
sleep is important for our
bodies;
2. to know how much sleep we
need;
3. What negative effects not
enough sleep has on our
bodies and positive effects;
4. to develop a plan of action,
which will be looked at in
the next lesson
Advise students the lesson will
look at a sleep diary; and then
finish with a crossword test to see
how well they have listened in the
lesson.
1. If space allows, students
can be organised into a
large learning circle, or
seated comfortably and
quietly at their desks.

Time


Body

9.03am

To

9.08am

Question time:
1. Ask students how many
hours sleep they think they
need? Times can be
written on board or paper.
(Answer given later)
2. Hand out the HOW LONG
DO YOU SLEEP? Graph

Draw a copy of the
HOW LONG DO YOU
SLEEP? graph as
shown in the next
column, on the board
before class starts.

Think about what time you go to
bed at night?

Think about what time you get
up in the morning?

1. AFTER handing out the
graph, ask students to put
a cross at the time they go
to bed at night.

2. Then ask students to put a
cross at the time they get
up in the morning.

3. Students then spend a few
minutes working out how
long they sleep for at
night.

Time
Body
(cont.)
9.08am

To

9.30am

Once sleep times have been determined, they can be written on the board this
could lead to a related maths lesson, where a graphs/times spent sleeping can be
designed and compared.

DISCUSSION & QUESTIONS:
1. What is adequate sleep and how many hours should you have?
General discussion on students thoughts
*if they know how many hours children aged between 5-12 years need each night.
(Answer: 10-11 hours).
2. How do you feel in the morning when you HAVE HAD a good nights
sleep?
3. How do you feel in the morning if you DONT have a good nights sleep?
4. The benefits of a good nights sleep
General discussion on students thoughts to cover the following:
*For growth and muscles--sleep strengthens and renews and repairs our body- like the
cells
*Our body and brain re-energises while we sleep
*Sleep, or lack of sleep affects nearly every part of our body including our brain
*To remain healthy
*Your body needs good food-the right amounts of food-exercise-and plenty of rest.
*Think about everything you are doing during one day.
12 midnight
11pm
10pm
9pm
8pm
7pm
6pm
I GET UP
AT?
I GO TO
BED AT?
12 noon
11am
10am
9am
8am
7am
6am
HOW LONG DO
YOU SLEEP?


*Helps students pay attention at school; think and solve problems
*Helps students think of new ideas, and helps us to be smart
*Fights sickness
*Helps with moods and good feelings
*Helps people get along better with others
5. What are some negatives of not having adequate sleep
*Forgetting things
*Hard to make choices/decisions
*Affects moods grumpy, bad mood
*Trouble playing; listening to the teacher and parents
6. What things make it hard for you to go to sleep?
*Exercising too close to bedtime
*Caffeine before bed
*Eating wrong foods/too much before bed
*Not having enough quiet/relaxation time before bed
7. What makes us tired at the end of the day?
*Our body produces a lot of different hormones-one called Melatonin controls what is
known as our Circadian rhythm (See if students know what this is before discussion)
It students dont know.. explain: an internal body clock that controls our biological
processes.
*Explain that we sleep in cycles, with five stages of sleep
Stage 1 Our brain tells our muscles to relax, which allows our heart to slow down
and our temperature to drop
Stage 2 - Our body goes into a light sleep it is easy to be woken up in this stage by
noises
Stage 3 Our body is in a deep sleep state harder to be woken up-some people
might sleep walk when they are in this stage
Stage 4 Our body is in an even deeper sleep state again hard to be woken up. If we
are, we might be confused for a while
Stage 5 R.E.M. (See if students know that this stands for.) If yes see if they
know what it means. If no- explain Rapid Eye Movement. Its the stage when we
dream and our eyes move even though we are asleep. See if students have a pet that
they have seen sleeping and twitching or dreaming, or a baby brother or sister they
have seen.

BRIEF BRAINSTORM: Using the board, write a list of tasks students do after
they first get up in the morning
*Go to school
*Learn and play, every day
*After school- outside play; sports; chores

Once all these things are done, at the end of the day, the average body is tired and
ready to have a rest, so it can do it all again the next day.
All living things need sleep to be healthy.

A bit like a car battery running low put it on charge for a while, and it gives the
battery a new lease on life, ready to go further the next day.

So if they get up at 7am each morning, they really need to be asleep by 8-9pm at
night.

Discuss ways students can prepare for a good nights sleep. Some ideas include:
*Bedtime routine going to bed at the same time-getting up at the same time


*Comfortable, dark, quite, cool bedroom
*Regular exercise, but not 6 hours before bedtime
*No coffee; unhealthy foods or other drinks before going to bed
Time
Closure
9.30am

To

9.45am

Revisit the importance of adequate sleep: - Important for relationships
with others; proper growth and development.

Advise students of their homework requirements to complete a sleep
diary over one week---Hand out sleep diaries while explaining
requirements listed below under HOMEWORK 1 EXERCISE.

Advise student the next lesson will involve, looking at their sleep diaries,
followed by comparing statistics and ways to improve sleep problems
with a lesson on nutrition to benefit a good nights sleep.

Question Time:

Handout crossword listed below. Student to put their name on the top,
and place it on teachers desk on completion, before moving onto next
lesson.

HOMEWORK 1 EXERCISE:
Number 1: SLEEP DIARY done over the week (See example on next
page)

1. Have students colour the time they went to bed and the time they
woke up on the sleep diary.
2. Ask the students to circle Y if they were tired or N if they were not
tired when they woke up. (Have one for each day of the week, to be
filled out and brought back to the next lesson as per example
illustrate this is what my diary was like for Monday)


MONDAY
7.30pm
8.00pm
8.30pm
9.00pm
9.30pm
10.00pm
10.30pm
11.00pm
11.30pm
12.00am
12.30am
1.00am
1.30am
2.00am
2.30am
3.00am
3.30am
4.00am
4.30am
5.00am
5.30am
6.00am
6.30am
7.00am
7.30am
8.00am
8.30am
9.00am
9.30am
10.00am
I SLEPT
7
HOURS
I FELT:
Tired Y N
Not Tired Y N


Time
Evaluation Qs you will ask yourself.
1. Is the lesson
structured
correctly?
2. Did the students
already know the
content? should
information have
been presented
easier or harder?
3. Is there too much in
the short time
frame?
4. How can the lesson
be taught better?
Lesson play?
5. How else can the
lesson develop?
Incorporate
videos/DVDs on
sleep.
Students
feedback
Other (eg venue,
equipment)

1. Ensure adequate
number of printed
copies of SLEEP
DIARY for each
student.
2. Ensure adequate
number of crossword
for each student
3. DVD/Video player if
using DVDs/Videos.
Reflection

REFERENCES

Ganeri, Anita. (1994). The body. London: BBC Education.
Instructor Web. (2005). Why we need sleep. Retrieved May 12, 2012, from
http://www.instructorweb.com/lesson/sleep.asp
SACSA. (2004). South Australian Curriculum, Standards and Accountability
Framework. Retrieved May, 11, 2012, from http://www.sacsa.sa.edu.au
Smith, M., Schmerlaib, Y., Ledger, E., Kellett, E. (2003). Sing along, move along:


promoting childrens health through music and movement. North Adelaide:
Health Development Foundation.

Sleep for kids: teaching kids the importance of sleep. Retrieved May 1, 2012,
from http://www.sleepforkids.org/
The Nemours Foundation. (2012). What sleep is and why all kids need it. Retrieved
April 30, 2012, from http://kidshealth.org/kid/stay_healthy/body/not_tired.html#

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