16998852, A Van Praag. Pdhpe Lessons

Alicia van Praag 16998852

PDHPE Assignment – Activities and Lesson Plans

Warm Up GamesPart 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 – Traffic Signals Stage – Early Stage 1: Kindergarten

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Explanation - The aim of the game is to get students moving and active.Students stand in a small area facing the teacher. The teacher (or student if confident) calls signals to the class which they then follow the action to. Start simple with green for move on the spot, orange as freeze, and red as squat/bend down. Game play ends when all children are warmed up or time is up.

Why is this game important for this stage? Depending on the signals and moves used, this game could be incorporated with a road safety lesson for pedestrians near schools. It would

teach these students what certain things are and mean, such as a zebra crossing. It gives students an understanding the space around them and to move in. They will become aware of their peers around them which

encourages fair play, as students would have to stay a safe distance away from others to not destruct their game play. Also learning to listen to instructions, as if they are not listening to the signal called, they would not keep up with the other students.

What are the PDHPE skills involved in this game? How? Communicating – COES1.1 Expresses feelings, needs and wants in appropriate ways.

Indicators: Responds to simple instructions and rules, plays simple response games, uses correct vocabulary for body movements.o These skills are being developed through the students listening to the teachers instructions by the signal changes and game rules. If

students participate properly, the game would only require simple responses by the children through the moves required. This is why starting simple is important so that they learn to understand what they moves are, and what the body movements actually mean.

Interacting – INES1.3 Relates well to others in work and play situations.Indicators: Learns to share workspace, and works happily with class peers.o Through the space provided the children need to give themselves enough room to move, teaching them to share the space around them.

Through this, they also learn to cooperate and work happily with peers by enjoying the game.Moving – MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.

Indicators: stretches and curls the body at levels, walks, runs, slides at different tempos/speeds.o Through the different signals and moves acted by the students, they will learn to move their body in different ways.

Equipment and Teaching cues No equipment needed

Hand command if students are not listening or paying attention properly.The signals can be changed as quickly or slowly as desired, depending on student’s ability. Once students get the idea of the first three signals, more can be incorporated, such as: school zone – slow motion movement, roundabout – spin around in a circle, etc.

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 – Corners Stage – Stage 1: Year 2

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Explanation - The aim of the game is to get students thinking and moving.Each corner of the hall is given a number (1-4), or thing. Each student proceeds to a corner of their choosing, staying there until a corner is called; they have 30 seconds to do so. One student is to be blindfolded and s/he calls the corner (the teacher can do this). If students are in the called corner they must go to an area outside of the game area and do ten star jumps.

Why is this game important for this stage? This game is adequate for stage 2, as it requires independence in the decision making process. They do this through their choice of corner

hoping that it will not get chosen. It is not too difficult or complicated for all children to play. It encourages all the students to participate through movements, demonstrating locomotor skills through walking and jogging between

corners. The game promotes an understanding of minor games through cooperation between students. This provides fair play by students not bumping

into other students in play.

What are the PDHPE skills involved in this game? How? Decision Making- DMS1.2 Recalls past experiences in making decisions.

Indicators: Predicts consequences of options in order to make a decision.o Through the choices students have between corners, they have to learn to make a decision and therefore think of the consequences of

the corner chosen. If a certain corner has been picked out several times, they may be less likely to choose that corner.Interacting – INS1.3 Develops positive relationships with peers and other people.

Indicators: Uses positive talk to encourage others, listens and responds to otherso Encouragement is required to be given to peers within the game for students to get to a corner quicker or chose different corners.

Listening to what other students are doing and saying whilst listening to the student or teaching saying the corner.Problem Solving – PSS1.5 Draws on past experiences to solve familiar problems.

Indicators: When appropriate identifies problem situations, follows basic safety procedures.o If the students see a problem with the game play, they will identify this and alert the teacher if unnoticed. Students are to follow basic

rules of safety so that they are not bumping into each other and creating collisions. They need to watch where they are going.

Equipment and Teaching cues Blindfold

Teacher may have a clapping sequence for children to stop and listen. This may be due to children misbehaving or a rule modification in the game.Variations: Add a fifth number where all four corners have to move to a different corner.Different movements between corners. E.g. jumping, crawling.


Name of the Game – Knotted Shipwreck Stage – Stage 2: Year 4

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Explanation - The aim is to encourage teamwork and win the game. Create two teams. Each team member holds two people’s hands. The knots then need to be untangled to form a circle. Once untangled each team member needs to make it to shore safely by using three lifeboats (hoops). Each member needs to stay in each hoop until all members are in the next hoop so that one can be moved forward. Once they reach the end point, the first team wins but must help the other team finish.Why is this game important for this stage?

This game presents a high level of teamwork and cooperation. These students need to learn to work together cooperatively and come up with strategies to untangle and finish the game.

Awareness of the skills involved in decision making and teamwork will be achieved through full participation. Understandings of competition but also fair play through finishing first and helping others.

Builds relationships with peers and understandings of your own strengths, weaknesses, and communication skills through listening to others, managing the situation as a team, and encouraging group members to get involved.

What are the PDHPE skills involved in this game? How? Decision making – DMS2.2 Makes decisions as an individual and as a group member.

Indicators: Assists the group to achieve consensus in group goal setting, clarifies reasons for reaching a particular decision.o To untangle the knot and for students to make their way through the hoops they need to agree on what they are going to do, and give

their reasons for why they are doing that to whether it will actually achieve anything.Interacting – INS2.3 Makes positive contributions in group activities.

Indicators: Helps others to achieve set tasks, displays tolerance in relation to individual differences, e.g. ability.o Encouragement by each student to help others in their team is needed to achieve the game goal. If some students are not as quick or

sporty as others, students and the teacher need to think of this so that no problems arise. Children need to understand this.Problem solving – PSS2.5 Uses a range of problem-solving strategies.

Indicators: Initiates problem solving on a group or individual basis, identifies what needs to be done to achieve a goal.o From being placed in groups, students need to learn how to solve the problem of being tangled and how to get to the shore safely

without falling out of the hoops. Individuals can take the role of a leader or the group can decide together on what to do.Equipment and Teaching cues

4 Cones (2 per group) - start and finish for getting to safety from the shipwreck. 6 hoops (3 per group)

The game needs to be supervised as cheating will be likely to occur. To get the kids attention, either blow your whistle or have a clapping action.Create a scene: Your ship has just crashed. It needs to be untangled and then each player needs to make it to shore. The hands being held cannot be the same persons, your own or the person next to you. When untangling, students cannot let go of the students hands they are holding. They can go over, under and through each other’s arms to do this.If someone falls or steps out of the hoop they must start again.


Name of the Game – Poison Ball Stage – Stage 3: Year 5

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Explanation – The aim is to have the most people left in the play area at the end of the game.Split the class into two of equal ability on a basketball/netball court. Play starts with two balls given to a member on each team. These are to be thrown at members of the opposing team below waist height. If hit before the ball bounces the student is poisoned and must go to the back area. Those behind the back line may target that team from the back.

Why is this game important for this stage? It is keeping the children fit and active as a lot of kids at this stage no longer want to participate in physical education. This is important for

their health and physical growth. They gain games and sports skills through locomotor and manipulative skills. They are running, dodging the ball, throwing the ball and

attempting to catch the ball, which are all skills required for most games. The students learn how to play the game and put together skills such as teamwork, safety, competition, effort and strategies.

What are the PDHPE skills involved in this game? How? Communicating – COS3.1 Communicates confidently in a variety of situations.

Indicators: Uses negotiation skills in group activities, e.g. games.o If students want the game to be modified in some ways, this would require a process of negotiation between class members.

Decision Making – DMS3.2 Makes informed decisions and accepts responsibility for consequencesIndicators: Accepts responsibility for their actions, predicts the consequences of their choices.

o When trying to catch the ball there can be consequences of dropping it, and therefore having to go to the back area. Also aiming for certain people can result in them aiming to get you. Once hit in the game, students need to accept that they have to go to the back.

Moving – MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.Indicators: Adapts throwing action to cater for different types of equipment for distance, accuracy and speed, varies running patterns.

o Through this game and games with other ball types, children will be able to demonstrate different levels of throwing the ball, such as force, height and speed. From this game they will gain running skills through having to dodge the ball, run away from it and catching it through defence to get people on their team back in the main area.

Equipment and Teaching cues 2 soft balls (3 or 4 to make it harder) 8 cones to line back boundaries (If not a netball court will need 16 cones to make 2 lines not to cross in the centre of the court)

Whistle will be needed to stop the game and talk to the children about the play at hand before going back to play. Also to monitor behaviour. Students cannot throw the ball hard; it must be thrown so that it will not hurt anyone.Stretch before and after play to prevent injury.Teams are to play on each side of the centre third of the court, they cannot go within this. A line is to be marked out at each end of the court for when students get hit with the ball. If a ball is caught the first person at the back goes back onto the main play area.

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Invasion Games

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 3Name of the Invasion Game - Catchball Stage – Stage 2: Year 4Explanation – The aim is to score more goals than the opposition. Divide the class into two teams on a netball court and select one player to be the goalkeeper from each team. This person must stand in the goal (hoop) at all times of play. Play starts with one player in the centre third passing back to their team which are in the outer thirds. A goal is scored when the ball is passed to the player in the hoop.

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Why is this game important for this stage? It demonstrates the importance of locomotor, non-locomotor, and manipulative skills through the movements involved in the game.

Students are required to move their body in all sorts of different ways. Non-locomotor skills are addressed through balancing when inside the goal to not step out of it, locomotor skills are acted through running around the court and jumping to get the ball, and manipulative skills are accomplished through throwing, shooting and catching the ball.

Children at this age need to learn how to work together well, and therefore, through playing the game teamwork and cooperation need to be in place, whilst also putting in effort and being competitive within your team.

This game promotes the importance of kids being active through the challenge of the game, the skill practice and development involved, which is always an important component of physical activity.

What are the PDHPE skills involved in this game? How? Decision Making DMS2.2 Makes decisions as an individual and as a group member.

Indicators: Considers individual strengths and limitations when allocating group roles, e.g. team positions.o When deciding as a team on positions on the court for each individual, their level of ability would be considered as to where they

play. It would be the decision of the individual if they were happy with this, and the group for choice of who went where.Interacting INS2.3 Makes positive contributions in group activities. Indicators: Help others to achieve set tasks.

o Each group member should help the rest of their team to score goals. Team members need to help each other for the best efficiency.Moving MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.

Indicators: Throws over arm proficiently, combines locomotor and non-locomotor movements.o As this is a netball game variation, the skills from netball apply whilst also more general locomotor and non-locomotor skills. The

emphasis on the quality of these movements can only be achieved to a certain level, depending on the ability of students.Equipment and Teaching cues

Netball or soft ball 2 hoops Cones to mark sides and lines if not a netball court

Whistle to gain students attention. Game will need to be stopped twice throughout play to ask students what they are doing and if anything needs to be modified. Could work on passing skills if needed. Stretch before and after play to prevent injury.No player can be closer than one meter to the goal and to each player. Once a goal is scored play starts again from the centre. Players cannot move with the ball and contact is not permitted. The ball can only be held for 3-5 seconds, and if the ball is dropped, it goes to the opposing team.The hoops for goals are placed in the centre of the semi-circle at each end of the court.

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 – Crickerball Stage – Stage 3: Year 6

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Explanation – Aim is to score more goals than the opposing team by rolling the cricket ball into the goal.The class is split into two teams on a small field, with goals and corners marked by cones. The size of the goals and width of the field is defined by skill level ability of the children. The ball moves around the field by players passing it to one another. The ball is to be picked up/caught cleanly, otherwise possession is conceded to the opposing team. Why is this game important for this stage?

By this stage students should have many of the skills and techniques learnt through previous years of doing PE, and are then able to perform and play these games properly. Students will develop their techniques and skills through this game, and those not confident will be practicing as these sports will come into use in later schooling years.

By teamwork and encouragement, this game teaches stage three students to work together in new ways through modified games. Through throwing, catching, running, rolling, passing, and movement skills involved in this game, students are learning to be active and

participatory in a variety of ways. If children are participating, then their brains are functioning better for lessons after activities.

What are the PDHPE skills involved in this game? How? Interacting – INS3.3 acts in ways that enhance the contribution of self and others in a range of cooperative situations.

Indicators: Demonstrates actions that support the rights and feelings of others.o In this game children need to work together and help each other if some students are having difficulties with the skills involved. Being

considerate for these students and encouraging everyone to do their best allows for play to be fair. Moving - MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations

Indicators: Varies running patterns, adapts throwing action to cater for different types of equipment for distance, accuracy and speed.o As a cricket ball is a lot smaller than most balls, skills are required to be able to pick it up and catch it cleanly. Throwing the ball

underarm under shoulder height tests student’s accuracy with the ball. Running around the field requires different levels and speed.Decision Making DMS3.2 Makes informed decisions and accepts responsibility for consequences

Indicators: Evaluates personal choices, modifies rules or procedures to maximise participation of all members of a groupo Students make decisions within game play for the game to work. If a student sees that someone is struggling with the skills, they may

suggest for the game to be modified so that everyone is enjoying it.Equipment and Teaching cues

Cricket ball Cricket stumps or 4 cones for goals Cones/ witches hats to lie out field boundaries.

Whistle will be needed as game play is out on the field. Game play must be stopped to ask students if anything needs to be changed, if they are enjoying themselves, and what they are learning after ten and twenty minutes of play. This is to make sure students know what they are doing. If certain students are struggling with the techniques and skills required in the game, a break could be taken to work on technique for five minutes. The ball must be thrown underarm and remain below a maximum of shoulder height. You cannot move once you have the ball and no contact is allowed. Stretch before and after play to prevent injury.

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Lesson Plans

K-6 PDHPE BLANK 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: 2/5 Road Safety (Play It Safe) STAGE: Early Stage 1: Kindergarten

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Related lesson outcomes (PDHPE & other KLAs):

SLES1.13 Demonstrates and emerging awareness of the concepts of safe and unsafe living.

V4 Increasingly accepts responsibility for personal and community health

COES1.1 Expresses feelings, needs and wants in appropriate ways.

DMES1.2 Identifies some options available when making simple decisions.

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

TES1.2 Demonstrates basic skills of classroom and group interaction, makes brief oral presentations and listens with reasonable

attentiveness.

DES1.1 Represents and interprets data displays made from objects and pictures.

VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences.

Part & Timing

Content (WHAT) Teaching & learning strategies (HOW) Resources

Introduction

10 Minutes

The purpose of this lesson is for students to begin to learn about the issues and importance of pedestrian and passenger safety.

Orientation – Teacher will be at the front of the class.

Write on the board, ‘How did I get to school today?’ Students are to put their hands up for the way they

got to school and create a tally from this. Pick out specific students to count how many

students came to school in each category and draw amount of the associated picture. Students are to add up a total of each category to find out how many students are in class today.

Whiteboard

Markers

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Body

30 Minutes

Road Safety – What are the safety procedures involved in getting to school.

Describe and discuss as a class some of the safety concerns linked with how students got to school (following on from the last lesson on what is a pedestrian and what is a passenger).

Students will form small groups. In these groups they are to discuss and draw some of the safety procedures involved with how they got to school. E.g. wearing a seatbelt in the car, or holding an adult’s hand when crossing the road.

Teachers are to check on student’s progress and help them if needed.

In groups, the students are to recount what safety procedures they thought were important and show the pictures they drew.

The drawings can be taken home to show parents. Class discussion is to be made about when it is

important to hold an adult’s hand and when it is safe to cross the road.

1 page of A4 paper per student

Conclusion

5 Minutes

Start identifying by themselves some of the safety procedures involved in how students progress to school.

Class discussion on what students have learnt about the different ways to get to school and the safety procedures involved.

Students are to receive a worksheet which they are to circle the different ways of getting to school. If they do not finish the worksheet it is to be finished as homework.

This worksheet will then be linked to the next lesson - safety on wheels.

Teacher to prepare a worksheet – How did we get to school today?

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Lesson Evaluation

Were there sufficient opportunities for all children to participate? How could this be improved? Did the children understand what the different ways of getting to school were? Did they demonstrate understanding of the safety procedures of both passenger and pedestrian safety? Could students identify safety procedures? Does this need to further explained? Was the group work effective, when discussing and drawing safety in getting to school? Did the presentation of group work flow? Were there problems with students listening and moving quietly? How could this be improved? Has this lesson helped students with their understanding of the importance of road safety?


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LESSON: 2/5 Identity (There is only one ME) STAGE: Stage 1: Year 2Related lesson outcomes (PDHPE & other KLAs):

GDS1.9 Describes the characteristics that make them both similar to others and unique.

V2 Respects the right of others to hold different values and attitudes from their own.

COS1.1 Communicates appropriately in a variety of ways.

DMS1.2 Recalls past experiences in making decisions.

INS1.3 Develops positive relationships with peers and other people.

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.

CCS1.2 Identifies changes and continuities in their own life and in the local community.

WMS1.4 Supports conclusions by explaining or demonstrating how answers were obtained.

TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and

generally listens attentively.

Part & Timing


Introduction

10 Minutes

The purpose of this lesson is for students to begin understanding characteristics of themselves and others.

Orientation: Teacher will be out the front of class.

Discuss with class what creates your identity (family, likes/dislikes, abilities, etc). Create a mind map on the board of all the different things that students come up with.

Decide as a class on the meaning of identity. This will be displayed in the classroom with work from next activity.

Whiteboard

Markers

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Body

30 Minutes

Identity – Through practice, students are learning about their own identity and the identity of others in their class.

A quick game will now be played. Students are to sit in a circle so that everyone can see each other. One student is to be selected. They are to stand up where they are and describe a student to the class, without telling them the students’ name. (This follows on from the last lesson on emotions).

Students are to guess the identity of the class member described. This can be repeated.

The teacher will then explain what the next activity they will be doing is. They are to get up quietly.

Students are to move to their desks, take a pair of scissors and some glue, and cut out images from magazines to create a collage of their identity.

They are to cut out images that refer to their own identity, such as their favourite colour, sport, likes, etc

Students are to progress into pairs discussing their collage and their identity.

Pack up, clean up collages. These are to be hung in the classroom on display.

A sheet of A3 paper per student.

A set of scissors per student.

Glue sticks per 2 students

A large pile of magazines to cut out

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Conclusion

5 minutes

Students are to start recognising what makes their identity

Students are to come and sit on the floor. Have a class discussion on what students have

learnt about identity. What similarities did students have? Why do people have different characteristics?

Finish with a quick game of sit down if... you have blonde hair, have blue eyes, your favourite colour is blue, etc. Do this until all students have sat down.

Homework: Students are to be given a worksheet that reads ‘All About Me’. They are to finish the sentences and write in the spaces provided about their identity.

This will help students start to think about their identity for the next lesson on children’s experiences of identity in a variety of institutions.

Teacher to create worksheet – All About Me.

Lesson Evaluation

Did all students equally participate in the class discussion on what identity is, and what did they learn about identity? How can this be improved?

Were all students well behaved in making the collages? How could this be improved? Was the shift between discussion, games and activities enacted well? How could problems be addressed? Were students enthusiastic about participating and learning about identity? How could the lesson be altered to account

for this? Did student’s attitudes to each other improve? Were students given the opportunity to give feedback on content and activities? Have the learning experiences given children a better understanding of what makes their identity and who they are? Did students cooperate and accept opinions of their peers Will students complete their homework? Will they bring this in for the next lesson to reflect on what makes their

identity?

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LESSON: 3/5 Nutrition (Fast Food Decisions) STAGE: Stage 2: Year 4Related lesson outcomes (PDHPE & other KLAs):

PHS2.12 Discusses the factors influencing personal health choices.

V4 Increasingly accepts responsibility for personal and community health

DMS2.2 Makes decisions as an individual and as a group member.

INS2.3 Makes positive contributions in group activities.

PSS2.5 Uses a range of problem-solving strategies.

TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening

strategies for different situations.

WMS2.4 Checks the accuracy of a statement and explains the reasoning used.

ICS2.2 Creates and evaluates information products demonstrating an understanding of the needs of particular audiences.

Part & Timing


Introduction

10 Minutes

The purpose of this lesson is for students to understand that fast food is not a healthy food choice compared to other foods.

Orientation: Teacher at the front of the class. Through some recent media research reviewing

children eating too much fast food and not exercising enough, discuss the nutritional value of goods sold at fast food outlets.

Some people say ‘We are what we eat’. Discuss what this statement means and the implications it arises.

Whiteboard

Markers

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Body

30 Minutes

Nutrition – researching into what fast food is and the effects it has on the body.

Teacher note: Take students to the computer labs.

Discuss what students like and dislike about fast food.

Create a worksheet with a set of questions for students to answer.

Split the class up into pairs. Each pair is to go to a computer and research the questions on the provided sheet.

The students are to take turns on the computer and writing. One writes half the time and then the other student writes. The same for the research time (teacher may need to have a change over time)

Questions: o What are the major fast food outlets in

Australia?o What are the influences of advertising on

food choices at fast food outlets?o What types of food do the fast food

outlets offer, are these foods healthy for you? Why, why not?

o What are some of the consequences and harms that eating too much fast food has on the body?

o Could the statement, ‘we are what we eat’ be true of fast foods from the research found?

Students are to be accompanied back to the classroom and discussion will be had on the findings.

Computer labs – in pairs

Students to write on Sheet provided with questions - pairs

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Conclusion

5 Minutes

Recognising the need for balanced eating habits. Reflect on the information found. Did it change

student’s ideas of fast food? Will they consider a healthier option next time, as fast food is only sometimes food?

Prepare students for the next lesson on the life cycle of particular foods through discussion of the process foods undertake. Fast food is mass produced and modified. Ask students to think about and raise questions about this for the next class.

Homework: Ask students to monitor how much fast food they eat in the next week for further discussion.

Lesson Evaluation

Have the learning experiences allowed students to develop a greater acceptance of responsibility for their health-related practices?

Did students understand that fast food should only be eaten occasionally? Did students understand the term ‘we are what we eat’? Are students more aware of the choices involved in healthy and balanced eating habits? How could this awareness be

further developed? Did students all equally participate in the researching process? Did they take turns? How could this be improved? Were children all equally involved in class discussion and ideas? How could this be improved? Was the transition from the classroom to the computer labs, and between activities smooth? How could this be

improved? Were there an adequate amount of resources, had they been arranged beforehand?

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LESSON: 2/5 Peer relationships (Playing My Part) STAGE: Stage 3: Year 5Related lesson outcomes (PDHPE & other KLAs):

GDS3.9 Explains and demonstrates strategies for dealing with life changes.

V2 Respects the right of others to hold different values and attitudes from their own.

COS3.3 Communicates confidently in a variety of situations.

DMS3.2 Makes informed decisions and accepts responsibility for consequences.

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.

TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral

presentation skills and strategies and listens attentively.

WS3.11 Spells most common words accurately and uses a range of strategies to spell unfamiliar words.

WMS3.4 Gives a valid reason for supporting one possible solution over another.

DRAS3.3 Devises, acts and rehearses drama for performance to an audience.

Part & Timing


Introduction

10 Minutes

The objective of this lesson is for students to recognise the importance of positive peer relationships and to overcome peer influences and disagreements.

Orientation: Teacher at the front of the class. Construct on the board a list of qualities or

things that are important in a positive peer relationship. On the opposite side of the board discuss the qualities or things that would identify a bad peer relationship.

Discuss the differences between these two types of relationships.

Whiteboard

Markers

Body

30 Minutes

Peer relationships – Recognising the different relationships and how to resolve problems.

Split the class into four groups. Each group is to prepare and act out a 30 second role play of the school environment.

One group is to act out an argument, another group is to act out someone being peer

Students workbooks

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pressured, another is to act out someone laughing at someone in a difficult situation, and the last group is to act out a positive relationship between friends.

After each group finishes their role play, the class is to answer and ask questions about each groups act. Questions such as: what is happening? Why is this happening? How would the participants be feeling? How could the problem be solved? What are the differences between each scenario?

Students are then to go to their desks and in their workbook they are to create a cartoon of one particular peer relationship experience, whether it is positive or negative.

Students are to act out a role play once again, but this time they are to practice being assertive to solve problems and issues. They are to show their rights and responsibilities in the situations. The group that did peer pressure and acting out an argument will need to resolve the issue. The group that laughed at a person having difficulties will need to help this person out so that they are not in difficulty. And the positive relationships group is to provide another positive friendship scenario.

Questions are once again to be put to the group and to the class. How was the problem resolved? Is this the better way to approach friendship? Should everyone be treated equally and have a fair go? Were the issues overcome to a good enough extent?

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Conclusion

5 Minutes

Start thinking about positive relationships amongst peers

Discuss as a class the differences experienced in each situation. What were the changes between the first and the second role play?

Emphasize the importance of positive peer relationships and the rights and responsibilities each student is entitled to (leading up to the next lesson on rights and responsibilities).

Homework: Students are to write the word FRIENDSHIP vertically down the side of a page. Students are to write words beginning with each letter that describes something about friendship and positive relationships.

Teacher to create a worksheet with the word friendship or students can write it in their workbooks.

Lesson Evaluation

Did the students enjoy the activities? What could be changed to improve this? Were all students happy to participate and equally involved in the role plays? Was sufficient time given to students to create the role plays? Is there an improved peer relationship environment in the classroom? Were the movements from group work and discussions efficient? What could be done to improve this? Did the students cooperate and accept the opinions of their peers? Did students have an understanding of what positive relationships and friendships are? Did they also have an understanding of what bad relationships and peer influence was? How could this be improved?

APPENDIX

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References

Board of Studies NSW (1999). Personal Development, Health and Physical Education K-6: Modules. Sydney: Board of Studies.

Board of Studies NSW (2007). Personal Development, Health and Physical Education K-6: Syllabus. Sydney: Board of Studies.

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