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Assessment 1 - PDHPE Activities & Lessons Loretta Pham 16997660Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Musical Pairs Early Stage 1, KindergartenExplanation

This activity runs for about 10-15 minutes. All the students skip around in a circle to music playing in the background. When the teacher stops the music and calls out two body parts, the students have to quickly find a partner and touch those two body parts

together. For example, the teacher calls out knee to knee – two students have to quickly come together and join their knees. To make it more challenging, the teacher can mix it up by saying elbow to knee, finger to toe, etc. The aim of the game is to join two body parts together and quickly.

Why is this game important for this stage?

The students develop basic movement patterns (locomotor skills). This is demonstrated when the students are skipping. The activity encourages the students to be interactive with other students, and assist to build friendships.

INES1.3:Relates well to others in work and play situations.

The activity encourages students to use their active listening skills when the teacher is explaining the instructions. The activity educates students about different body parts.

What are the PDHPE skills involved in this game? How?

The exercise is used as a way of developing the students’ dance techniques as they are skipping around in a circle in beat with the music.DAES1.7:Moves in response to various stimuli.

The exercise helps to warm up the students’ leg muscles as they are skipping around a circle.MOES1.4:Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.

It encourages students to think about decision making as they have to think about which person to find as a partner.DMES1.2:Identifies some options available when making simple decisions.

It encourages students to be cooperative as the students have to work in pairs.IRES1.11:Identifies how individuals are for each other.

Assessment 1 - PDHPE Activities & Lessons Loretta Pham 16997660

Equipment and Teaching cues

The activity should be played in a medium sized area inside a hall or classroom. Make sure all tables, chairs and other objects are moved to the sides. Equipment: CD player with appropriate music for age group. Gather students to explain and demonstrate the instructions. Teachers to inform students that when whistle is blown, everyone has to freeze

and face towards the teacher. The teacher then gets the students to stand in a circle, with one student standing behind one another. However, students do not have to skip

in the order they are placed in. Once music begins to play, students begin to skip. Variation 1: Instead of giving out two body parts, you could get the students to make groups of 2, 3 or 4 etc. This encourages students to

practice their numerical skills.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Caterpillar Stage 1, Years 1 and 2


Explanation

This activity runs for about 10-15 minutes. The aim of this game to is not to let the head catch the tail of the caterpillar. The teacher gets the students to make a single line with their hands on the waist of the person in front of them (like a conga line) – the tail will

be the last in line. When the teacher says “go!” the caterpillar begins to follow the head while the head tries to catch the tail. The players in the middle move around to keep the head from getting the tail. If the head gets the tail then the head becomes the new tail and the person that was second in line behind the head becomes the new head.


This activity encourages students to develop basic non-locomotor and locomotor skills from walking or running.

The activity encourages the students to be interactive with other students and incorporates basic team work.INS1.3:Develops positive relationships with peers and other people.

This activity encourages students to develop a sense of spatial awareness (front, forward, behind, sideways) and learn simple formation (where

students are required to form a line in this game).

The activity encourages students to use their active listening skills when the teacher is explaining the instructions, which also practices students’ abilities to follow simple rules.


The students develop basic movement patterns (locomotor skills). This is demonstrated when the students are walking around, running or chasing the tail of the caterpillar.MOS1.4:Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. Indicators:- The activity asks students to demonstrate non-locomotor skills and locomotor skills when they are being lead around by walking or

running.- Students develop spatial awareness: directions and pathways -> the students are required to observe and follow the direction of the line in

order to catch the tail. Minor games: running/chasing games, cooperation games -> Caterpillar is a running/chasing game which also requires students to


cooperate with each other.- Playing the game: safety, fair play, cooperation, formations (lines).

Students are encouraged and practice basic decision making from learning off others and self experience.DMS1.2:Recalls past experiences in making decisions.Indicator:- Students may copy each other by looking at what other students do when they are at the head, and when they are part of the rest of the

Caterpillar.


Play in an open area without obstacles that may cause possible injuries. Variation 1: to make it harder, place the rule where the caterpillar cannot come apart. Variation 2: Split the students up into two teams and have a tag on the tail of each caterpillar. Teams start off parallel to each other on

opposite sides of the room. Rather than trying to chase their own tail, each team is trying to chase the other team’s tail and grab the tag.


Name of the Game: Bear Hunt Stage 2, Years 3 and 4Explanation

This activity runs for about 10-15 minutes. The teacher chooses 2-3 “hunters” and the rest of the students are “bears”. They are to spread out in the playing area.

There are 4 hula hoops – one in each corner of the play area. These are the “safety zones” or “caves”. “Bears” can stay 20 seconds in a cave (safety area) or until someone else steps into the hoop following them – this is where “bears” can’t be tagged. Only one “bear” is allowed in a hoop at a time.

One hoop is in the middle. This is the “hunter’s” home. The students who are chosen as “hunters” start in the centre hoop to begin the game. Once the teacher says “start”, the “hunters” have to chase and try to hunt (tag) one “bear”. If the “bear” is caught, the two swap places.


The new “hunter” must run to the centre hoop (home) and yell “new hunter!” before chasing other “bears”. The last two “bears” are the winners, or can be the “hunters” in the next game.


This activity encourages students to build a trusting relationship with their peers – by being honest when tagged.INS2.3:Makes positive contributions in group activities.

This activity encourages students to focus on their active listening skills.COS2.1:Uses a variety of ways to communicate with and within groups.

This activity encourages students to understand their spatial awareness skills in the area which they are playing in.


This activity builds and develops on the student’s moving/locomotive skills such as running or jogging (or skipping, hopping, jumping – depending how you want to mix it up).MOS2.4:Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.Indicator:- By running, students learn and find ways to change directions quickly to avoid being tagged.- Students also learn to coordinate eye and body movement, or developing spatial awareness and reacting to it.

For example, student who is a “hunter” will run after a target with outreached arms whilst running to try and catch a “bear”.

This activity encourages students to make independent decisions, as students have to acknowledge that they have been tagged and let the other students know.DMS2.2:Makes decisions as an individual and as a group member.Indicator:- Students decide where to run and how fast they need to run (if they’re not being chased after, they may or may not choose to slow down).- Students are given a choice to run or take “shelter” in safety zones – they decide when they need timeout, or if they want to keep running.

This activity encourages students to use a variety of skills, even with minimal equipment.


GSS2.8:Participates and uses equipment in a variety of games and modified sports.


Activity should be played outside in a wide open grass area. Equipment: 5 hoops. Teacher to explain instructions to students and lucky draw 3 names as “hunters” (every name drawn should be left out for the next round if

you want to play again). Teacher instructs “hunters” to start inside the centre hoop and the “bears” to spread out in the area. None should be in the “safety zones” when you begin the game.

Teacher watches game to make sure students do not stay in the “safe zone” for more than 20 seconds and no fighting or pushing goes on in the “safety zone”.

Variation 1: You can choose to get the students to power walk, skip or jump/hop around instead of running (this can be safer for indoor use). Variation 2: Students who are tagged by “hunters” die by lying in the middle of the field (an obstacle to other rabbits) - teacher to supervise

and make sure students don’t step on the “dead bears”. Variation 3: You can also change it to a “build-up” game – when people are tagged, they stay tagged without swapping over, so there will be

one “bear” left in the end to pace up the game if you’re short on time. Adjust number of “bears” allowed in safety zones according to size of class/number of students.



Name of the Game: Survivor Stage 3, Years 5 and 6Explanation

This activity runs for 10-15 minutes. The activity begins with the teacher explaining instructions to students. The class is divided into 2 or 4 groups (depending on how big the class is and how big the mats are). Each group is given a team name: eg. “Red”, “Blue”, “Yellow” and “Green”; or “Cranes”, “Pandas”, “Dragons”, and “Tigers”. Each team is given 2 sports mats – this is going to be their “boats”. The groups start at one end of the hall. Each team must start off sitting in their groups on the mat with the other one laid down

straight in front of them. Once the teacher has blown the whistle, each team must start moving the boat in front of them and work as a team to bring the back

mat forward and lay it out in front of them. The aim of the activity is to do this without falling off the mats. If any students from the groups fall off, they have to take their “boat”

back to the beginning and start again. The team that gets to the end and whilst staying on the boat and “survives” wins the game. The teacher can make it more challenging by adding other obstacles on the course or making it a relay activity.



This activity encourages students to develop decision making skills which can be used in everyday life.DMS3.2:Makes informed decisions and accepts responsibility for consequences.

This activity helps students to build positive relationships with their peers and it teaches about team building skills.

The activity encourages independent learning and leadership which will prepare them for when they become seniors of the school, and for high school.


This activity develops student’s communication skills such as “physical vocabulary, speed of information processing and reflexes” between team players in order to successfully get the boat across to the other side of the hall.COS3.3:Communicates confidently in a variety of situations.

This activity focuses on spatial awareness, as students have to learn to move around in a small area on the mat.MOS3.4:Refines and applies movement skills creatively to a variety of challenging situations.

This activity encourages student work in a cooperatively manner in order to get the boat to the other side of the hall.INS3.3:Acts in ways that enhance the contribution of self and others in a range of cooperative situations.


The activity should be played in a large grassy area or hall. Equipment: sports mats and whistle. Teacher gathers students and explains the instructions of the game and safety instructions (no pushing or shoving on the mat). Once class is divided into their groups, the teacher give each student a number and that is the order in which the students should sit on the

mat. The students must take their shoes off before they get on the mat. Once the students are positioned on the mat and ready to go, the teacher will blow the whistle and the students begin race. The teacher watches the students to make sure students are cooperating and no one is getting hurt or left out.


Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: Shooting Stars Stage 2, Years 3 and 4

Explanation

This activity runs for about 20 minutes. The aim of this game is for students to collect as many stars as they can for their team. Stick a different coloured star on the floor in 4 different shooting ranges and place 20 stars in each of the 4 different baskets. Divide class into 4 different groups and give each team player a basketball. On the signal “go”, the student’s objective is to stand over a star and shoot a shot from that spot. Students have one chance. If they miss, they have to try a different star. They can come back to the same star after they try another. If they make the shot, they can take the star and put it in their group’s bucket. Place buckets in each corner of the gym. Students must retrieve their own balls after they shoot. Team with most stars after 20 minutes wins.


This activity encourages students to learn throwing skills and goal shooting as a manipulative skill. This also develops and improves their shooting skills through effort and practice.

It allows students to develop spatial awareness and estimating the distance in order to shoot their goal (positional awareness). It is an interactive ball game in which students must use teamwork and cooperation in order to achieve their best and gain stars (points) for

their team and develops the sense of competition. It encourages roles and responsibilities where students are required to retrieve their own ball when they have had their turn and encourages

students to follow simple rules.

(modified basketball)



This activity encourages students to explore different ways they could use each equipment involved and takes part in this modified version of basketball.GSS2.8:Participates and uses equipment in a variety of games and modified sports.

This activity encourages students to explore a variety of ways to throw and shoot, practice them, and choose their best to score a goal.DMS2.2:Makes decisions as an individual and as a group member.

This activity allows students to develop basic ball skills through throwing and shooting and applying movement skills in order to score a goal.MOS2.4:Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.


Equipment for stars: Cardboard, scissors, star templates (optional for tracing), coloured foil (4 colours). Cut cardboard into stars and cover them with different colour foils. Other equipment: Basketballs, whistle (to blow for time out), baskets. Teacher to explain instructions and let students practice goal shooting and passing/throwing the ball in pairs before beginning the game. Teacher to supervise to make sure no one is getting hit by balls when students retrieve their own balls. Variation1: Have 5 stars in each basket for students to collect stars – once a student collects the last star from that goal, they must flip over

the goal and the rest of the team can only shoot in the remaining baskets and aim to collect stars from there.


Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: Golf Soccer Stage 3, Years 5 and 6

Explanation

This activity runs for 20-30 minutes. The aim of this activity is to score a goal on the opponent’s side. Teacher is to split the class into 2 equal teams and give one team coloured bibs and the other team wears none so players can distinguish

who their team members are during play. Students are each given a lacrosse stick with a different colour for each team (eg. team A has blue sticks and team B has yellow sticks). Mini soccer goals are placed on opposite sides of the field in which teams are to score inside. Teams are to start on opposite sides and students are to use their lacrosse sticks to pass a baseball between each other to score on the

opposite end of where their teams started. One goalie is to stand at the team’s goal in order to stop the opposing team from scoring a goal. The teams must aim to put the ball in their

opponent’s goal while protecting their own.


This activity allows students to enhance their manipulative skills as they learn to use the lacrosse sticks to strike and pass the ball between each other.

This activity enhances the awareness of confined spatial areas. It teaches students fair play as they must follow the rules. This activity develops competition from the opponent team and develops team work and tactic skills and strategies to win. The requirement of strong team work challenges discrimination as students are forced to cooperate, which should also break the limitations

on the stereotype of gender expectations and limitations. This activity encourages students to discover their special talents and view themselves as a valuable member of a team. These are essential

developmental factors for students.



This activity encourages students to inform team members that they are “open” to receive ball, and communicating with team members in order to protect their goal.COS3.3:Communicates confidently in a variety of situations.

Students are encouraged to devise strategies for team members to play out in order to score a goal.PSS3.5:Suggests, considers and selects appropriate alternatives when resolving problems.

Students are encouraged to inform other team members to defend and support their team members. For example, if students choose to leave their goalie defenceless and all go after the ball, then they have accepted the consequence that the other team has a higher chance of scoring a goal.DMS3.2:Makes informed decisions and accepts responsibility for consequences.


2 mini soccer goals, 1 baseball, 2 different colour sets of lacrosse sticks. Get students to play it out first round, then gather the students together and ask them questions on how they could play better – students

come up with their own advice for each other and strategies. Get the teams to each go off to their sides of the field and make a plan or strategy to defeat the other team and score goals. Teacher umpires the game to create fair play and observes for improvements. Gather students to see what they thought about the second time they played and ask if they noticed any improvements. Variation 1: students can be restricted to not being able to move when you have the ball. Other students can run to the student who has the

ball and tag them to gain possession of the ball for their team. This develops the need for stronger communication within team members and requires students to practice on the spot decisions under pressure.

Assessment 1 - PDHPE Activities & Lessons Loretta Pham 16997660K-6 PDHPE LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: Road Safety (lesson follow up) STAGE: Early Stage 1, KindergartenRelated lesson outcomes (PDHPE & other KLAs):

IRES1.11: Identifies how individuals care for each other- identifies people they can trust- recognises the need to share and cooperate with others, eg. Class, family, friends.- Demonstrates the skills involved in giving and receiving messages.

SLES1.13: Demonstrates an emerging awareness of the concepts of safe and unsafe living. INES1.3: Relates well to others in work and play situations. PSES1.5: seeks help as needed when faced with simple problems. DMES1.2: Identifies some options available when making simple decisions. MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory

movement experiences.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) ResourcesIntroduction

10 minutes

Through this lesson, students will learn the importance of road safety and what they can do to stay safe when travelling.

This lesson is also a follow up lesson where students were required to

Orientation – teacher asks the class what is safety and write down brainstormed ideas up on whiteboard.

Teacher discusses the rules of road safety such as what the traffic light colours mean.

Teacher then discusses the pedestrian crossing traffic lights – the green and red little man and car traffic stop and go lights. Teacher holds up green and red coloured circles and asks them to identify each colour. Ask students what they think each colour means. Write them in the circle. Then state that “Red” is “stop, etc. to reinforce what they mean on the road.

Discuss some safety rules and encourage the students to raise their hands to offer some of the rules they know and obey.

Whiteboard

Red, Green and Yellow coloured circles.

Body Cars, busses and traffic lights. Teach students their address and phone In their writing


30 minutes

Teach students their address and phone number. Tell them why it is important for them to know this information.

A week before this lesson, permission slips were sent home to parents to provide me with their home address for this lesson to make their drivers’ license. Parents were to return these slips back to me (so students do not forget or lose it).

number. Tell them why it is important for them to know this information.

Discuss what to do if a stranger approaches them and about “stranger danger”.

Arrange chairs to form a line for seats on a bus. Have children take turns in being the bus driver and the passengers and show safe ways to get on and off the bus.

Have students sing “wheels on the bus goes round and round” whilst playing the bus game.

Play “Red Light, Green Light” – students are to pretend they are cars and follow teacher’s instructions. When teacher says “green”, students will walk around the classroom. Students freeze at “red”. “watch out for pedestrians” – children stop and look left and right. “Zebra crossing” children hold hands with a partner etc.

Get students to make their own drivers’ license – can have their name, address, phone numbers, age, and a drawn picture of themselves.

books

Chairs

Drawing pencils and utensils, white cardboard (license sized).

Conclusion

10 minutes

Start thinking about road safety Recap on road safety rules.

Students will be given a worksheet to cut out pictures and words on the page and paste them in the correct order: eg. A picture of a traffic light will be pasted with the words “traffic light” etc.

Homework – students to go home and discuss with parents who to call if accidents happen, practice dialling 000, and write out

Teacher to prepare a worksheet – crossing the road.

Teacher to prepare another worksheet – for students


who they can contact. to write their safety contacts for them to stick on the fridge.

Lesson Evaluation Were students able to follow instructions? Did students cooperative and active in discussions and were able to contribute? Did students remember the discussed road safety rules? If not, how would this be re-enforced in future lessons so that

they do remember? Did lesson allow students to practice road safety outside of class? If not, what could be suggested for this in future

lessons? Was the transition from group to individual work smooth, how could this be improved? Will students remember to do their homework? If not, could parents have been informed the day before of this lesson

plan so they can help remember to discuss with their children?

K-6 PDHPE LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: Peer Relationships STAGE: Stage 1, Years 1 and 2


Related lesson outcomes (PDHPE & other KLAs):

INS1.3: Develops positive relationships with peers and other people. GDS1.9: Describes the characteristics that make them both similar to others and unique. IRS1.11: Identifies the ways in which they communicate, cooperate and care for others. COS1.1: Communicates appropriately in a variety of ways. DMS1.2: Recalls past experiences in making decisions. PSS1.5: Draws on past experiences to solve familiar problems. ALS1.6: Participates in physical activity, recognising that it can be both enjoyable and important for health (describes

their feelings and emotions when trying something new).


10 minutes

Students will identify several qualities that are important in a friendship and the idea of friendship and to empathise with the feelings of being excluded from a social group.

Orientation – teacher asks students to identify their best friends and ask a few of them why they have chosen that person – this will allow them to think about “friendship” and what it means to themselves – also gives a general idea to teacher what they already know about it.

Ask students to talk about traits a friend would have, and then getting them to describe what it looks like and why it is important.

Teacher asks students to come up with one quality each that a friend should have, eg. “caring”, “trustworthy”, “nice” etc.

Teacher writes each of these words inside a large paper shaped like a gingerbread man and sticks this up on the wall and asks students to copy them down.

1 large piece of butchers paper/cardboard

Body Healthy relationships Show students a picture of a child playing with other children and ask them how it makes them feel.

Show students a picture of a child alone on

Teacher to prepare a ready cut out paper shaped like a gingerbread man (outline of a person)


30 minutesthe playground. Ask them how it makes them feel and (if they feel sad for the child in the photo) how they can change the situation.

Initiating interaction with peers: students will approach another student in a role playing situation and engage the other child to play.

Change seating arrangements for the rest of the week or for every 2 weeks after – ie. pairing up students who don’t normally work together and get students to try to get to know each other. Do they have anything in common?

Brainstorm on a piece of large cardboard with students on suggestions of a friendly interaction: eg. Give and receive compliments, eye contact and smiling, taking turns to play.

Hand out icebreaking worksheet and get students to walk around looking for classmates who have those attributes. This will help students find out things about other students and to get them to interact with students they don’t usually mingle with.

for class to write on.

1 piece of large cardboard

1 piece of drawing paper for each student and colouring pencils, crayons, pastels, textas etc.

Prepare icebreaking worksheet with things like: “find a person who has a pet”, “someone who likes the same sport as you”

Conclusion

10 minutes

Meeting New Friends Now ask the students how they felt about

getting to know/talking with someone they might not have known/never talked to before these activities. Did it change their view about that person after they’ve known a little more about them? Is it easy to make new friends?

Homework: Ask students to identify a friend and draw them on a piece of paper. Then ask


them to write all the qualities they learnt about today that they think their friend has and write it around their drawing. They are to present it the next day to the class and introduce their friend – do they have similar qualities?

Homework: ask students to learn the qualities they copied down earlier for a spelling test the week after!

Lesson Evaluation

Are the children able to learn and identify these qualities and know what they mean? Are the children able to continue practicing these skills learnt on making new friends even after this lesson? Was the discussions effective when brainstorming what it means to be a friend? Will students complete the assigned homework and remember to bring in their drawings to present to the class and

hang up? Has the learning experiences allowed students to develop a greater acceptance of others? Were students able to present a greater variety of qualities a friend would have after the discussions and activities? Were resources, worksheets and equipment prepared and ready for the class? Did all the students have a chance to have a say in the class discussions? How could this be improved in future

lessons? Do the students now have an understanding of “friendship”?



LESSON: Nutrition STAGE: 2, Years 3 and 4Related lesson outcomes (PDHPE & other KLAs):

INS2.3: Makes positive contributions in group activities. DMS2.2: Makes decisions as an individual and as a group member. PSS2.4: Uses a range of problem-solving strategies. ALS2.6: Discusses the relationship between regular and varied physical activity and health. PHS2.12: Discusses the factors influencing personal health choices.


15 minutes

This lesson is to emphasise to students the importance of BALANCING a healthy lifestyle in food rather than teaching them what to eat and what not to eat as it takes away their choices and their ability to decide what they want for their own bodies as every person’s body is different and unique.

Follow up lesson of food pyramid last lesson where students were asked to pack a lunch box that they think is healthy and bring it to class.

Ask students to briefly present what they have in each of their lunch boxes.

Teacher to choose the healthiest lunch box and ask the class why the teacher thinks is the most BALANCED healthy lunchbox to explore their own thoughts first.

Student lunch boxes

Body

30 minutes

Emphasise balancing food intake and balanced meal choices.

Split students into groups of 5 at 5 different stations to recap on the food groups: fruit, meat and eggs, dairy, vegetables, grains and cereals. Students are required to recognise the food samples placed on their tables and to name what food group they are from. Eg.

Teacher to set up tables with food from each food group.

Book computer room.


One table would have cheese, milk and yoghurt – students must then name their group “dairy”.

Ask students to then combine foods to create a balanced meal by trading some of their products with other food groups.

Students to explain what makes a balanced meal and what “balanced” means. Discuss.

Their food groups are then their team names for the next activity.

Take students to computer room and ask each group to search for a “healthy fact” about their group.

This grouping will also be used in the conclusion for the quick quiz.

Access the healthy Harold site to play nutrition games – under “team Harold” and then click “play games”.

Conclusion

10 minutes

Quick Quiz Put them back into their food groups for a quiz game asking questions from what they have learnt that day.

First group to score 5 correct answers can have an early mark to go home before everyone else!

Students to vote on a sport to play for balanced healthy lifestyle in next lesson.


Teacher to prepare equipment for this sport.Lesson Evaluation

Did students enjoy the activities? How may it be improved for students to be more involved? Were all questions of students on health answered? Did students remember the food groups? Were they able to put together a balanced meal? Were students able to engage and interact with others? Were students encouraged to search for their own answers so they can learn more about being healthy?


LESSON: Personal Identity STAGE: 3, Years 5 and 6


Related lesson outcomes (PDHPE & other KLAs):

INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations. PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems. GDS3.9: Explains and demonstrates strategies for dealing with life changes. DMS3.2: Makes informed decisions and accepts responsibility for consequences. IRS3.11: Describes roles and responsibilities in developing and maintaining positive relationships. PHS3.12: Explains the consequences of personal lifestyle choices.


10 minutes

This lesson allows students to explore and understand body image – about what is actually healthy, and media influences on body image.

Orientation – students to bring in appropriate magazines the day before this lesson – one per student (ones that contain all different types of people).

Get students to cut out different shapes and sizes of people and get them to stick them on 2 separate coloured cardboard – one colour represents “good (looking)” and the other “bad (looking)” ie. get them to identify what they think is pretty and what isn’t or what is “thin” and “overweight”.

Ask students why they think that person they have cut out is described as that attribute (good looking or bad looking). This will allow them to explore their own views on body image.

Magazines, scissors, glue.

Body

35 minutes

Body Image!

This section lets students take a good look at our society's pressures to conform to standards of beauty - particularly to be thin - and the related prejudice against being "overweight." Through class discussion and activities, students begin to recognize how

Ask students to pretend they are an alien travelling through space. They come across a deserted space station from earth. In the space station they find all sorts of magazines (those astronauts got pretty bored just floating through space!). As they've never seen a human before, this is very exciting.

Split students into groups and ask them to

Note 1: students at some point may feel/become uncomfortable discussing some topics based on body image. Let students know they can raise their hands to change topics at any time they feel


the media pressure us to achieve a certain looks and how media images may lead to prejudice against those who don't conform to their standards of attractiveness.

put together a report on humans based on the magazines that you've found – ie. create a description of what a "typical" earthling looks like based on what you've found. (Students might like to create a composite man and a composite woman using bits and pieces of the people they've found in various ads and photos.) As well as physically describing earthlings, what would our aliens say about people based on these magazines (i.e. humans are always smiling and happy, humans live on beaches, humans wear cool clothes, etc.).

Present reports to the class. Questions to engage students with:

What makes a body healthy? (Balanced diet, exercise, lots of sleep etc.)

Do you have to be thin to be healthy? How might wanting to look like the people

we see on television and in magazines be a negative thing? (People who desperately want to be thin may develop eating disorders, exercise obsessively, or turn to smoking or drugs as a way to control appetite. They may develop low self esteem and become depressed if they can't change the way they look.)

What are some words that you would use to describe the women?

What are some words that you would use to describe the men?

What is the message that these images tell

uncomfortable.

Note 2: students may think that body image is based or is more relevant to females – let them know that males also have the same body image pressures.


us about how people should look? Think of your own family and friends - do

they look like the people you see in the media?

End of questions.Conclusion

10 minutes

Question Box and Collage Teacher to ask students how they feel after these activities – how did they feel as they looked through the magazines and saw these people. Do they feel better or worse about themselves?

Homework: provide following story starter for a diary entry:

It tells of the day you were discovered by a spacecraft of aliens and taken away to a strange world. These aliens were really huge, they weighed about 400 pounds and were seven feet tall. At first you thought they were ugly. Yet when you arrived at their planet you found that all the aliens were huge, and the largest were considered the most beautiful by this society. When you opened a magazine or turned on a television all you saw were enormous aliens. You also saw advertisements and commercials promising to help the aliens become even bigger.

Ask them to write a diary entry about their journey and how they felt.


Lesson Evaluation

Did students relate with body image and media representations of body image? Did students feel comfortable with talking about it as a class? If not, how else can this issue be approached in future

lessons? Were students able to identify how body image makes them feel? Did students engage well and actively participate in all activities and class discussions? How else can students find out more about themselves? How should the amount of information given be improved in

future lessons?

APPENDIX

Game ideas or modified from:

Stage 2 warm up game: “Bear Hunt” is a modified game mix from “Spiders and Flies” and “Island Tag”.vUWS “Games” word doc. PDHPE assessment folder, 2011.

PDHPE Tutorials 1-3 - Wednesdays 9am-11am.Victoria Rawlings, 2011.PDHPE 101576, University of Western Sydney, Bankstown Campus.


Personal Development, Health and Physical Education K-6 Syllabus.Board of Studies 2006Sydney NSW, Australia.

Invasion Games: Teaching Games for Understanding.Hillary Johnson and Rachel Mungal. January 14, 2009http://tgfu.wetpaint.com/page/Invasion+Games

We Love Learning About Nutrition!Nourish Interactive 2008 – 2011http://www.nourishinteractive.com/hco/lesson_plans

Prejudice and Body Image LessonMedia Awareness Network 2010http://www.media-awareness.ca/english/resources/educational/lessons/elementary/body_image/prejudice_body_image.cfm

Healthy HaroldLife Education Australia 2007 – 2011http://www.healthyharold.org.au/lesson.aspx

You’re your Body DayNational Organization for Women (NOW) Foundation, a campaign of the Women’s Health Project 2000 – 2011http://loveyourbody.nowfoundation.org/whatyoucando.html

http://loveyourbody.nowfoundation.org/whatyoucando.html

http://loveyourbody.nowfoundation.org/whatyoucando.html

http://www.healthyharold.org.au/lesson.aspx

http://www.media-awareness.ca/english/resources/educational/lessons/elementary/body_image/prejudice_body_image.cfm



http://www.nourishinteractive.com/hco/lesson_plans

http://tgfu.wetpaint.com/page/Invasion+Games

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