hpe year 2 unit 1.docx - the curriculum web viewbegin telling the creation story and ask the...

Health and Physical Education Year 2 Term #

Unit Title:

Waruka Tales (Turtle Tales )(Warukoo)Australia is surrounded by water. How can we stay safe?

Achievement Standard:

HEALTH By the end of Year 2, students describe the changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on other’s feelings. They examine messages related to health decisions and describe actions that keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different activities.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Being healthy, safe and activeCommunicating and

interacting for health and well being Contributing to healthy and active communities

Knowledge and UnderstandingsPractise strategies they can use when they need help with a task, problem or situation (ACPPS017)

Recognise situations and opportunities to promote health, safety and well-being (ACPPS018)

Examine health messages and how they relate to health decisions and behaviours. (ACPPS021)

HealthAssessment for LearningThinking Tool (Concept Map)-Rainbow Serpent

Assessment As LearningPeer Assessment of Water Safety Table.Student complete feedback sheet.

Assessment Of Learning

Students select and apply strategies to keep themselves healthy, safe and able to ask for help with a task or problem.Task 1- Venn DiagramTask 2- Brochure/poster about water safety.

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative ThinkingIntercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPE

Religion, Literacy, Art- Drama, I.T. Geography, Mathematics

Situational Context of Unit

This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 2hoursHPE Specialist in addition to Classroom TeacherPE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs

Additional information:

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islanders

General Capabilities ICT

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Lesson 1Part ATalk to students about the Creation Story Creation Blocks Activity outlineHave the children sit on the floor in front of you.. “Today we are going to learn about how God created everything in the heavens and the earth, and He did it all in just seven days!"

Tell the children that you mixed the creation blocks up and that you will need their help to put the blocks back in order. Have the blocks facing the children so that they can see the pictures. Begin telling the creation story and ask the children to listen carefully for key words that will help them put the blocks back in order. Pause as often as necessary and be generous in giving them as much help as needed after reading each portion of the story .

Read Genesis 1.1 with students and use discussion questions to engage students.Inquiry question sample: Why would God choose water as one of the main things that he created?If you could have a conversation with God today, what could you tell Him about the different experiences that we have with water in Australia?

Template for blocks on website.Templates for a Rainbow Serpent. Choose from school library or access on line.Rainbow Serpent You-tubehttps://www.youtube.com/watch?v=2vh6moD9ZOU

Part BLink to the fact that Australia has the Dreamtime stories which also have a Creation story- The Rainbow Serpent.Read to students the story of the Rainbow Serpent; focus on Rainbow Serpent as the creator of rivers, streams and waterholes.

Teacher lead discussion where a picture of the Rainbow Serpent is displayed and students are prompted to think about all the ways we use water.Whole class Activity: Use concept map to access prior knowledge. (Discussion needs to focus on practical and leisure activities for uses of water).If you have access to i pads use Total Recall app(free) and airplay through to IWB so you can create Concept Map as a class.Print out Concept and display in room near Rainbow Serpent.

Lesson 2-Sun and Water SafetyRefer to Concept Map from lesson one displayed in room.

Inquiry questions: We have talked about when God made His creations. When he made these creations (specifically water), what do you think was going through his mind about how we would look after them and protect them?What are some of the things that we must think about when we are using/playing with or around water?Part A 30 minsClass Discussion: What are some of the rules that we need to follow to stay safe around water and to make our water sustainable?

Create a class list of water safety rules.Students complete the activity sheet (Student resource) writing on the template of the lifebelt or similar water safety item any water safety rules that they know or their family uses.Students display their responses around the Rainbow Serpent.Part B 30 minsSpecific Focus - SunsmartLink sun safety with water safetyRefer to School Sunsmart Policy and show children policy and signs in and around school environment. Teachers could also discuss school practices when they go on excursions, swimming, sports days etc.

Template of a lifebelt or similar water safety item.

http://www.clker.com/

Link the above discussion to body health and effectsView slipslopslapslideshade video link: http://www.cancer.org.au/preventing-cancer/sun-protection/campaigns-and-events/slip-slop-slap-seek-slide.htmlTeachers can use any of the resources from the following link to assist students with gaining a deeper understanding of how Sid the Seagull can be sun smart. For example, students may draw a line on the template of Sid matching slip with his t shirt, slop with his sunscreen, slap with the hat, slide with the glasses and shade with the umbrella.http://www.sunsmart.com.au/downloads/communities/early-childhood-primary-school/resources/sunsmart-countdown-activities.pdf

clipart-3753.html

Sid the Seagull templatehttp://www.docstoc.com/docs/28102007/Make-Sid-Seagull-SunSmartor printed sheet from the other website in lesson.

Health and Physical Education Metalanguage Assessment Opportunities

creation, dreamtime, recreation, leisure, danger, safety, rules, hot, summer, strong sun, reflection, clothing, heat exhaustion, hats, time of day, shade, reflection, sunglasses,

Assessment for LearningParticipation in discussionsResponses on Water Safety item template andSid Seagull or related activity.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Critical and Creating Thinking, Literacy


Explore Resources

Students look at pool safety, recreational waterways, sunsmart, hydration.

Lesson 3- Pool SafetyTeacher to explore student responses to the following focus inquiry questionsWhat do know about being safe in the water in the pool?What do we know about being safe near the pool?Discussion Points:

● Pool fences and their importance● Swimming with an adult● Toys/furniture/pets in pools (not going in after them)/Parents leaving chairs near the pool gate● Appropriate pool wear/equipment (eg hats with strings attached can get snagged, skipping ropes can get tangled around you)● Where to get help if needed

View You-tube of stay alive do the five from Teacher resources.Teachers assist students with recalling the five stay alive rules.

Read Oh No MoTeachers initiate a discussion with the students in relation to the story line. Students to recall sequence of events and discuss what they could do to change the cause of events.

www.kidsalive.com.au/

http://resources.kidsalive.com.au/

Oh No Mo Safety books- series of 12.This is available on the website or possible your school or local library.

Students can record this in a number of ways: Example Provide an alternative sequence of events that reflect positive safety practices (role play scenario, written response, pictorial response, create a rap…)modeExtension for StudentsStudents create a picture illustrating a Safe Pool, labelling what makes it safe.

Lesson 4- Recreational Waterways- beach/boatsBrainstorm as a class ideas about-Water safety at the beachPossible inquiry questions• How often do you go to the beach?• Who takes you to the beach?• What activities do you do at the beach?• Where should you swim when at the beach?• Who can help us when we are at the beach?Record student answers on IWB or poster for future reference and identifying metalanguage..

Possible discussion focuses ….• Dangers at the beach.• How to identify lifesavers – colours and uniforms.• Following beach rules - Reading signs, swim between the flags etc.• Surf conditions – waves, rips, tows, sweeps, sand banks, uneven surface

Students then complete Water Safety Signs Activity 7 and 8 Aqua Code Quiz 15 mins

Surf Life Saving –Guestspeaker (This is optional and depends on availabilty)Guest speaker from Nippers/ SurfLife Saving Club or relevant community member in your area. 30 minsChildren ask pre prepared questions to guest. Students will come with some great questions they may just need rephrasing.For example:

http://www.ohnomo.com/

www.swimandsurvive.com.au (go to kidzone) Print out relevant activity sheets.(Contains- dot to dot, mazes, cloze, spot the unsafe behaviour, rescue aids, cut and paste, matching activities, signs, odd one out, unscramble, find a word, suduko, Certificate of Completion)

Questions prepared for Guestspeaker

Water Safety Signs Activity 7 and 8 and 10 www.swimandsurvive.c

How do you become a lifesaver?What can you do at the beach to keep safe?What do I do if I see someone in trouble?How can I stay safe if I can’t see a rip?

If you have time-Activity 10 complete cloze with scrambled words. activity) Kid Zone Aqua Code Quiz or complete at the end of the unit or when there is time.

Game - Shark Attack 10 minsTwo sharks are secretly chosen by the teacher. All of the students swim around until the life saver’s signal is sounded. The sharks start to tag the swimmers and the swimmers try to get into the hoops. (Hoops represent a safe base eg boat or land). Any one tagged by the shark goes to the hospital for one turn.

Lesson 5- Rivers/Estuaries/Dams (boating)As a class use the following questions to access student knowledge on topic.Possible questions ….• Where would you find water in the country?• What water hazards would you find on a farm?• What are some water activities you do in rivers and creeks?• Have you ever swum other than in a swimming pool?• What families activities do you do near water?Record student answers on a chart for future reference and to identify metalanguage.Display on poster if possible.

Possible Inquiry focusWhat safety rules have you learnt about so far that can also can be used when swimming in rivers, dams, waterholes?

om.au Aqua Cod

Shark Attack -Active series- No fuss games to get children ActiveP.6 by David Folker.

Kid Zone Aqua Code Quiz activity 9

What other water safety rules may apply when swimming in rivers etc?(include overflow from drains, culverts/causeways)

Possible discussion focuses ….• Differences between dams, creeks, rivers and lakes.Seasonal changes in water levels, Unseen objects in water, Hidden Currents ,Crocodiles/sharks

• Water storage devices on farms eg, water troughs, tanks, dams.• Personal floatation devices in water craft.• How to enter the water safely eg no diving.• Adult supervision at all times.

Students then to complete following activity:Print out Activity 9 Spot the Dangers Kid Zone Aqua Code QuizThis activity depicts a rural scene with river, bridge, fishing etc.Teachers display rural scene found on Kid Zone Aqua Code Quiz activity 9 on an IWB and ask students what they see.Prompt them to identify dangerous situations and actions. Circle a couple and describe on board.Provide each student with their own activity sheet and tell them they are now to independently identify as many dangers as they can find by circling them with pencil.Students then independently circle as many dangers they can identify on the activity sheet, rate them on a danger scale (see activity sheet) and then write down an explanation for each of the dangers they have found.This activity has scope to extend students as there will be students who only identify a few with simple explanations and those students who able to identify and write in detail about many dangers illustrated in the picture.


seasonal, surf, signs, tows, rips, equipment, clothing, lifesavers, resuscitate, supervise, currents, landforms, dangerous, floatation device, objects, rivers, estuaries, causeways, supervision

Assessment as Learning-

Students then reflect on what they have identified in rural scene and report to class one danger, its rating and explanation.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Literacy, Numeracy


Explain Resources

Lesson 6- Water Safety TableExplicit Teaching - IWB Whole class activity to commence the process...Teacher to model creation of a table with three columns with headings pool, beach and rivers. Summarise the specific water safety rules that they can recall from previous lessons for each source of water and write down an example in each column to start students off.

Students draw up table in their work book and complete the list of Water Safety Rules under 3 main headings- pool, beach, rivers(rural waters). Allow 30 mins.When the table is completed ask students if they notice anything about the information under each heading.Prompt students to look at similarities and differences.This table can be used in next lesson for Venn Diagram.Peer Assessment - 30 minsWhen students have completed table, they share table with their peers.They reflect upon what each other has or has not added to table. Students may add, change or remove items from their Water Safety

Blank template of table prepared on flipchart on IWB

table. (Assessment as Learning)

Lesson 7- Venn Diagram of Water Safety for different water areas.Explain that there are different ways to display the information you have learnt about water safety. Refer to the table students created in previous lesson. The table is one way. We can also use a Venn Diagram which is a more visual way of display information.Teacher displays a 3 ringed Venn Diagram on IWB with appropriate headings and an example in each circle. see example of Venn see Diagram below/next pageModel labelling and title of Venn Diagram.

Students then complete their own Venn Diagram on the template provided to illustrate safety rules that apply to all water ways and those specific to each water body. Students respond in writing to the inquiry questions.

Possible Inquiry Questions:Is the Venn Diagram a good way to provide information about water Safety? Why? What have you learnt about water safety in different areas? What might you do differently because of your new learning?

Teacher ResourcesVenn DiagramStudent ResourcesCompleted table from previous lesson.

Cultural perspectives: Aboriginal and Torres Strait Islander children and childrenliving in rural areas are going to have different understandings and knowledgeabout water usage.


Assessment as Learning-lesson 6-Students in pairs look at tables and discuss and reflect on what they have written in the table.

Assessment of Learninglesson 7-Completed Venn diagram

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Effective Communicator, critical and creative thinking.

General Capabilities S.E.L.,


Elaborate Resources

Lesson 8- Drama/acting out life situations.http://www.managemysite.com.au/SiteMedia/w3svc739/Uploads/Flash/story.swfThis website provides examples of story/situations students could use for re-enactmentsClass watches scenarios online and teacher selects groups.Students may choose topic but there must be an example of each water area- pool, beach, rural covered by class.Students re-enact different scenarios where Water Safety knowledge can be demonstrated.Revisit waterways and safety messages explored in previous lessons.Students in groups of 3 to 4 choose one water area and show audience their understanding of water safety Rules that apply in that environment by roleplaying a typical scenario. e.g. day at the beach, swimming at a pool or water hole, going on a boat.Ensure all scenarios visited in lessons are covered and role play includes examples of distress signals and models correct actions.Students in audience ask questions of each group member performing and complete a feedback sheet on effectiveness of role play.Examples of criteria to include on a Checklist

● Students speak clearly● Scene is easy to recognise e.g. beach, pool, river● Safety Message is clear and easy to understand.

Teacher ResourcesStudent ResourcesFeedback SheetProps for play


scenarios, props, audience, feedback, effectiveness, performance, environment, messages, prevention, emergency, contact, first aid, life jacket,

Assessment as LearningFeedback sheetObservation checklistQuestions/Answers

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Critical and Creative Thinking

General Capabilities ICT, Literacy


Evaluate Resources

Lesson 9 Brochure/Poster/Power point (This may take longer than 1 lesson.)Students’ design and create a poster or brochure to inform audience of importance of water safety- Brochures can be displayed in the local community in the library, supermarket, local swimming pool etc.The student may also choose to prepare a power point presentation if there is ready access to computers.Examples of criteria to inform students:1. must be easy to read2.must include minimum of 5 safety messages3.include images4.aesthetics5. where to find help

Lessons 10 Online Quiz/Word SearchStudents in pairs create a Quiz on water safety (minimum 10 questions and test each other.)Then complete the online quiz at beginning at level 1 and moving through to 3 if appropriate for student. The teacher to complete quiz prior to students to ensure suitable and consider which level is age appropriate. http://www.swimandsurvive.com.au/content_common/pg-games-zone.seo ( You may want to model completing some of the test).

Teacher ResourcesOn line Quiz Questions and Answershttp://www.swimandsurvive.com.au/content_common/pg-games-zone.seoExamples of water safety- Posters/brochures

Quiz worksheetPoster/ Brochure Graphic OrganiserComputer AccessStudent Resources

Certificate of

Early finisher to do -Word Search Activity 11 www.swimandsurvive.com.au

Completion of Quiz


brochure, poster, effective, image, power point, Assessment of learning - completed quiz andbrochure/poster/powerpoint.

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

hpe year 2 unit 1.docx - the curriculum web viewbegin telling the creation story and ask the...

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