17018223, a. lampropoulos. pdhpe lessons

17018223 Anthea Lampropoulos Tutor Name: Nicole Taylor

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: Traffic lights Stage: Early stage 1 Explanation:

Teacher shouts out commands based on traffic rules and the students follow the actions. Note that all students must not stay in the same spot.

Commands:Red light: stop and freeze in the spot you are in.Yellow light: Jog Green light: Lightly sprint. Zebra crossing: Gallop like a zebra.Reverse: Slowly walk backwards.Fire engine: Run around the room pretending they are putting out a fire.

Be sure to mark boundaries clearly so you don’t have accidents.

Why is this game important for this stage?

Because it develops students consciousness on road safety rules which allows students to become more aware about living in safe environments.

It focuses on a variety of loco motor skills in subject matters of dance, and games and sports. This includes running, galloping and walking

It develops spatial awareness such as position and directions and also aids in communication skills such as listening to commands.

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

1) SKILLS FOR COES1.1: Responds to simple instructions and rules Uses correct vocabulary for body movements eg, run, slide, skip, stretch, reach

2) SKILLS FOR MOES1.4:


Demonstrates balance and high knee lift when sprinting Walks, runs, slides at different tempos/speeds

3) SKILLS FOR INES1.3: Learns to share equipment and shared workspace Observes playground and classroom rules

For this game students are developing communicating, interacting and movement skills by applying them through the use of physical activity. The communicative skills require students to listen and pay attention to the verbal cues. The movement skills allow the child to develop their locomotor skills such as running, walking, stoping and galloping. Interacting skills are acquired when students are interacting within the same space as other students. Here they gain awareness and understanding of their spatial limits and boundaries while also gaining skills of co-operation.

Equipment and Teaching cues

Whistle- In case students cannot hear while running and throughout the change of different movements. Hats/sunscreen


Name of the Game: Mission Impossible Stage: Stage 1Explanation:

“The mission is to move from equipment to equipment without touching the floor”.


Be sure to join equipment as an obstacle course, these acts as stepping-stones. There will be two groups so make sure there are 2 obstacles.

Safety instructions and rules. Clearly state boundaries

Divide the class into 2 groups by allowing them to choose partners. Ask them to distinguish which partner is agent 1 and 2. Agent 1’s will group on the left side of the room and agent 2’s on the right.

Ask groups to line up behind equipment. Start game.

If student touches the floor they must complete 5 star jumps until they are able to get back in the game.

The first group to have all students on the other side of the obstacle course wins.

Vary the game by adding rolling and hopping movements.

Play mission impossible music if resources allow it.


It develops student’s locomotor and non-locomotor skills in a variety of subject matters such as games and sports and gymnastics. These include running, walking, balancing, and stretching and whole body movements.

It helps students understand the concept of time, space and boundaries in any subject matter. It aids their development of communication skills in subject matters of interpersonal relationship but also focuses on

athletic ability.


1) SKILLS FOR COS1.1:

Expresses themselves through movement. 2) SKILLS FOR DMS1.2:

Sets simple goals that improve skills such as the non-locomotive skill of balancing, whole body movement and stretching.


Predicts consequences of options in order to make decisions. So for they would identify the choices they are faced with; that is, staying in obstacle course and finishing the mission or fall out and be faced with the consequence of star jumps. Thus it makes them think of the influences and effects of their actions.

3) SKILLS FOR INS1.3: Displays co-operation in-group activities. Eg. Taking turns Observes rules regarding group conduct Develops friendships with peers

4) SKILLS FOR MOES1.4: Balances on different body parts. Eg balance on one knee. Repeats movement in a sequence

5) SKILLS FOR PSS1.5: When appropriate, identifies the problem situations Follows basic safety procedures Determines a safe way to travel over fixed equipment.

In this game all five-outcome skills are needed to enable students growth and development in each particular skill. Non loco-motive skills such as whole body movements, balancing and stretching are met as students are crossing each part of the obstacle (‘mission’), thus they are using communicative skills. They use decision-making skills during their decision on which way to cross the obstacle without touching the floor. This enables the student to also become aware of the consequences of their actions because if they do touch the floor they will have to do 5 star jumps which they won’t want to do as their aim is to get the whole group to the other side before the opposing team. This also allows them to follow basic procedures and therefor they are also using their problem solving sills. Their Interacting skills allow them to effectively co-operate amongst one another. The friendly environment also makes it easy for them to make friends. Through movement skills they acquire a range of loco motor and non loco motor skills such as leaping, balancing and using whole body movements. Equipment and Teaching cues.

Whistle- in case students cannot hear and also for disciplinary reasons. Mats Hoops Ladders (Any other equipment that you can find to build an obstacle course for the mission {in the limits of your resources}) Cd player (in the limits of your resources)



Name of the Game: Old Mcdonald had a farm Stage: Stage 2Explanation:

Assign class into groups of 4 and have each group move into each corner of the play area (which should be marked with cones). Give each group farm animal names such as cows, horse, chicken, and pig.


Call two farm names and those two groups have to trade places. However must maintain the same name throughout the game. Switch up the names so all students have a turn. You can then add movements like hopping, skipping, and slide touching.

When you call ‘BARN’ all students must run in the centre of the play area.

Caution: May cause collision! Ensure safety rules and procedures are clearly explained.

Why is this game important for this stage? It focuses on locomotive skills in the subject matter of games and sports. These include, running/sprinting. It develops communication and participation in subject matters of Interpersonal relationships. It focuses on athletic ability in the subject matter of games and sports however delves into subject matter of active lifestyle where

students become aware of the effects physical activity has on their body. This includes feelings of excitement and the rates of breathing, strength and cardiovascular endurance.

What are the PDHPE skills involved in this game? How? 1) SKILLS FOR COS2.1:

Uses a variety of ways to communicate with and within groups. This would involve group participation in small and large groups.

2) SKILLS FOR DMS2.2: Considers individual strengths and limitations when allocating team roles. Eg, team positions Works towards developing realistic goals to support decision made. Eg In regular physical activity Assists the group to achieve consensus in-group goal settings.

3) SKILLS FOR INS2.3: Participates in the development of class rules Helps others to achieve tasks Develops friendship and support networks with a range of people.

4) SKILLS FOR MOS2.3: Student displays a focus on quality of movement skills to a variety of familiar and new situations.

Many skills are used to build a fun exciting physical activity that keeps the heart pumping and the muscles moving. In communication and interaction skills the students gain understandings of co-operation, team work and encouragement They also produce active listening skills, communication with group members and a higher levels of support to others. Movement skills are met when students clearly


display higher levels of locomotive skills by not only running and sprinting but also stand and start running. This allows them to build athletic ability. Equipment and Teaching cues

Whistle Cones to set boundaries A large space Hat/sunscreen


Name of the Game: Friz Ball Stage: Stage 3Explanation:

Students must be divided into 2 teams. Split into ‘boy/girl’ order and then into coloured bibs.

Aim is to get the Frisbee into the vertically aligned hula-hoop attached to the basketball hoop, without getting the frisbee intercepted by the other team.

Two students come together for a toss up (like in basketball). The first team to catch the frisbee goes first. Each team member has 5 seconds to pass the frisbee to another player. If this rule is broken the frisbee then gets switched to the other team. This can further be altered by hopping/skiping with the Frisbee.



Because it assists in the development of further locomotor skills in the subject matter of games and sport. These include, running variations such as accelerate and decelerate and stopping and staring

It produces awareness on the effects of physical activity in the subject of active living. Eg, making students aware of cardiovascular endurance

It produces interpersonal relationships and communication skills.


1) SKILLS FOR COS3.1: Uses negotiation skills in-group activities. Eg, negotiating whom to pass the Frisbee to.

2) SKILLS FOR DMS3.2: Evaluates personal decision Accepts responsibility for their decision

3) SKILLS FOR MOS3.4 Adapts throwing action to cater for different types of equipment for distance, accuracy and speed. Transfers a sequence of locomotor skills Varies running patterns to cater for sprinting, marking and attacking.

For this game students are using communicating skills such as negotiating amongst team members. They do this by working out who to pass the Frisbee to. The students then develop decision-making skills such as who to pass to and who to defend. This is very evident when the 5-second time limit applies. They also use a variety of locomotive movements and skills. By this stage the students then refine and apply movement skills creatively. Throughout the context of the game students are using their new and existing locomotive skills as well as non-locomotive skills to challenge themselves. This is evident when the student undertakes the challenge of intercepting the ball by jumping and stretching, aiming and throwing the Frisbee into the hoop and finally catching the Frisbee passed on by the other students. Equipment and Teaching cues:

Whistle Coloured bibs Hula hoops Basketball court Hat/sunscreen


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: Capture the flag Stage: Stage 3

Explanation: Court is split into 2 halves with 2 teams.

There are mats in diagonal to each other on different ends of the court. Each mat has 4 tennis balls.

The aim is to steal the other teams balls without getting tagged in there half.

If tagged you must jog to the sidle line and complete 5 skips with the rope then join the jail, which is a hula-hoop on the opposite side of each mat. Your jail is on the other teams half.

You cannot return to game unless a team member bails you out without getting tagged themselves. Why is this game important for this stage?

Because it teaches students the ability to attack and defend. Which a higher levels manipulative skills in the subject matter of games and sports.

It allows them to make inform decisions And gain an understanding of teamwork and communication.



1) SKILLS FOR COES.3.3 Communicates confidently in a variety of situations. Uses negotiating skills in group activities Communicates an idea through movement.

2) SKILLS FOR DMS3.2: Makes informed decisions and takes responsibility for consequences. Skills required by personal decisions Strives to achieve relevant target Finds and analyses information upon which to make informed decisions.

3) SKILLS FOR INS3.3: Demonstrates actions that support the rights and feelings of others, eg, fair play

4) SKILLS FOR MOS3.4: Developed a variety of movement skills including locomotive and manipulative skills such as acceleration and deceleration,

base running, dogging, changing speeds and attacking and defending. Creates running patterns that cater for running and sprinting, stoping starting, dogging and stepping.

4) SKILLS FOR PSS3.5: Selects the most appropriate solution to any given problem Devises a plan on the safest way to travel to and from parts of the court.

Communication skills are tied in with decision-making skills. These team-based skills are evident as students work together through physical movement and make informed decisions on strategies and tactics of how to go about securing the target (in this case is the tennis balls). Another example evident is that every time they take a step towards their gaol (of stealing the tennis balls) they are negotiating with team members through ideas based on personal movements. Their movement skills have developed further as they are now more able to apply their skills confidently. This is evident as they run, doge, jump, skip, attack and defend. They use their negotiating skills to solve the problem of how to gain the tennis balls and how to get team members put of jail.


Equipment and Teaching cues 2 mats 8 tennis balls (4 on each mat) 4 hula-hoops. (For the creation of the jail) Coloured bibs Court/ field ( if using a field you will need cones as markers and a tape measure to accurately measure the length of the field.

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: Gold rush Stage: 2

Explanation:

Teams are split into two groups across football field. Each given coloured bibs.

Each team starts with 3 soft balls in front of a hula-hoop filled with bags. These bags are the ‘gold’, which must be collected out of the pyramids ( the hula hoop)

The aim is to steal the other teams gold and bring it back to your pyramid without getting hit by the ball.

If you’re hit you must freeze until another one of your teammates can tag you in. Balls can be intercepted.


Why is this game important for this stage? It produces a range of locomotor and manipulative skills in the subject matter of games and sports. These include things such as

running/sprinting, dodging, passing and so on. It develops interpersonal relationships and creates a fun and inviting environment for students to communicate and develop

decision-making skills. Develops skills and tactics on how to defend and attack.


1) SKILLS FOR COS2.2: Uses a variety of ways to communicate with and within groups.

2) SKILLS FOR DMS2.2: Makes decision as an individual and group member Considers individual strengths and limitation when allocating group roles, Eg, team positions Assists the group consensus on achieving set goal Works towards making realistic goals to support decisions made.

3) SKILLS FOR 1NS2.3: Participates in development of class rules Helps others to achieve set goals Develops friendships and support networks

4) SKILLS FOR MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations Throw overarm proficiency Use manipulative skills such as, bowling and pitching skills, one hand or two hand catching Use of non-locomotor skills such as dodging. Uses locomotor skills such as dodging, which they then learn to side step.

This game allows students to build a variety of movement skills, communicative skills and interactive skills. Students use of movement skills can be met when they are throwing the ball in the aim to hit the other team. It can also be used when balls are intercepted for example jumping, landing and catching. Communication skills and interaction skills are used in the formation of groups/teams. Students work together to call out things like where they should be passing the ball. This can form interpersonal relationships. These skills also lead to decision-making skills. Not only to they make decisions on individual levels but also as they pass from team member to team member they are deciding as a group how to solve the problem. This also uses problem-solving skills so usually they ask themselves


questions like ‘how do we get to the other side’ then they work as a team to solve the problem of getting to the other side without getting hit. Equipment and Teaching cues:

Whistle 6 soft balls (3 on each team) Bean bags (preferably 3 in each teams hoop) 2 hula-hoops to act as the pyramid Coloured bibs to distinguish between team members

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: Road safety (1/3) STAGE: Early stage 1/ Kindergarten Related lesson outcomes (PDHPE & other KLAs):

V3 (values): enjoys a sense of belonging COES1.1: Identifying some options available when making decisions. DMES1.2: Identifies some options when making simple decisions. INES1.3: Relates well to others in work and play situations. PSES1.5: Seeks help as needed when faced with simple problems. IRES1.11: Identifies how individuals care for one another. SLES1.13: Demonstrates an emerging awareness in the concept of safe and unsafe living.

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

10 min

The purpose of this lesson is to start developing student’s awareness of the importance of Rad Safety.- Wheel safety

Orientation: teacher stands at front of the class and greets them.

Teacher introduces the topic of Road safety. Show them pictures of different types of wheels.

Eg, car wheels, bike wheels, train wheels etc.

Images of different types of wheels. (might want to stick them on the board or pass them around in class)


Asks them ‘Where they believe the most appropriate location to ride for each type of wheel and why?’

Body

25 min

Road safety:- Safe riding areas/zones.- Passenger safety. - Pedestrian safety

Teacher will then bring in different types of protective gear (see resources)

Allow students to try them on Then raise question and discussion as to ‘Where

and when students believe they should be wearing these types of protective gear?’

And ‘why they believe it is important to wear such equipment’

After discussion, focus on wearing this protective gear in safe areas.

Ask ‘what areas they believe are safe?’ Inform students about the dangers of the road

such as busy cars, speeding, buses, and pedestrian crossing.

Play 5-10min traffic light games. Use these 3 commands. -Green light: jog on the spot-Yellow light: Change to a walking pace and get ready to stop.-Red light stop.

This gets students active and allows them to distinguish that green means go and red means stop.

This can be applied at traffic lights and pedestrian crossings. Where students learn the safety in crossing. And crossing in safe areas.

Ask them ‘why it is important to cross at a pedestrian crossing or traffic lights?’

Different types of protective gear:

- Helmet- Knee pads- Elbow pads- Seatbelt

(seatbelt cover will do to symbolise the seat belt)


Conclusion

10 min

Revision to get students to think about different wheels and safe places to ride them, passenger safety and what me must wear to prevent accidents and finally pedestrian safety.

Get students to complete conclusion work sheet/letter. (Found in appendix 1)

Teacher to prepare worksheet ‘road saftety passage’. (Appendix 1)

Lesson Evaluation: Was the information correctly discussed? Were students engaged? Did they understand the concept of road safety? Was there an understanding of decision-making and problem solving? Were students able to communicate together? Was the game effective in creating understandings pedestrian safety? Were the stimuli (images) easy to understand with the concept of wheel safety?


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: Peer Relationships (1/4) STAGE: Stage 1: Year 2Related lesson outcomes (PDHPE & other KLAs):

V3: (Values): enjoys a sense of belonging COS1.1: Communicates appropriately in a variety of ways DMS1.2: Recalls on past experiences in making decisions INS2.3: Develops positive relationships with peers and other people. PSS1.5: Draws on past experiences to solve familiar problems. GDS1.9: Describes the characteristics that make them both unique and similar to others. IRS1.11: Identifies the ways in which they communicate, cooperate and care for others.


10 min

Introduction to peer relationships:-Making friends

Teacher stands at the front of the class Teacher tells class they have 5 min introduce

themselves and to make up a hand shake to the person next to them.

Then ask questions as to ‘why they believe this activity is important for making friends?’


Body

30 min

Peer relationships: - Qualities of friends- Sharing- Cooperation

Brainstorm ideas of “what qualities make up a good friend” and mind map them on the board. (Answers like trusting, cooperation, sharing, loveable, fun, supportive, someone yu can rely on etc.)

Organise them into small groups and ask them to discuss between themselves ‘a specific time that someone has shown one of these qualities to them’.

Have the students think about the single most important quality.

Get students to copy this quote in their books “ To have a friend, you need to be one”

Give students 5 min to write down why they think this is true or not giving 3 specific dot points as to why?

Then switch the groups up and get students to make a poster on the topic of friendship.

After posters are complete get students to present them to the class (as a group) and discuss the values of friendship and how to maintain friendship. They must include the qualities talked about earlier.

After presentations get all students together and ask them ‘What was happening in the groups?’ (Answers should include: sharing, cooperating, working together as teams etc.)

Mind map Board Marker

Quote: Student Work

books Pencils

Poster: A3 sheets of

paper Coloured

pencils Texta Glitter Glue Coloured paper Scissors


Conclusion

5 min

To get students to understand the concepts of friendship and also the quality of sharing and cooperation.

Get students to choose a partner. One person must fall into the arms of the person standing behind them. This produces the quality of trust and also the concept of working together such as cooperation. Then switch because that way we gain students understanding of sharing the turns taken to play the game.

Lesson Evaluation: Is the concept of making friends and friendship achieved in the lesson Do the students understand the questions asked? Have they undertaken skills of cooperation and sharing? Does the poster work reflect the clear understandings of friendships and the qualities of good friends? Do the student particularly wants to recall on past experience to assist other students in their learning? Does the lesson make them think about problems? And ways to deal with those problems?



LESSON: Nutrition (4/4) STAGE: Stage 2/ Year 4Related lesson outcomes (PDHPE & other KLAs):

V3: enjoys a sense of belonging V4 (Values) Increasingly accepts responsibility for personal and community health. ALS2.6: discuses the relationship between physical activity and health COS2.1: uses a variety of ways to communicate with and within groups INS2.3: Makes positive contributions to group activity PHS2.12: discusses the factors influencing personal health choices. SLS3.13: Discusses how safe practices promote personal wellbeing.


5 min

Making students aware of the digestive system in regards to nutrition.

Orientation, teacher meets and greets students at the front of the class

To motivate students begin with asking questions such as ‘what have you eaten today?’ ‘Why did you choose to eat those foods?’ What happened to your food after you ate it?’

This should naturally make students think about the digestive system in response to nutrition

Then introduce the topic of the digestive system and nutrition.

Body

30min

Nutrition:- The digestive system- Eating healthy

Now you should begin to read aloud the definition of the digestive system and get students thinking about its functions and how it works.

Use a PowerPoint or images to explore the digestive system and its separate parts.

Once students are familiar with different parts of the digestive system; start to ask students questions like:-‘Where do people get their energy from?’ (Answer: from food)- ‘How does the energy from food get into the

Power-point: Images of

different parts of the digestive system

Creating the digestive system:

Coloured paper Coloured pencil Crayons Texta


body’? (Answer: the nutrients that you get from food go into blood stream from the small intestine.)-‘What happens to all the pats that cannot be digested’? (Answer: they go into large intestine and are eliminated)

As students begin to answer start mind mapping all the ideas on the board.

Assign students into groups with coloured construction paper; tell them to cut out each part of the digestive system out.

For each organ students must write one or two sentences on the description and function of each organ.

By the end of this they have recreated a digestive system of their own.

After the exercise have the groups discuss amongst themselves a few questions. -‘why is the digestive system important’?-‘what types of food do we need to eat in order to better our body and level of energy intake’?

Then have students look at the food pyramid (As seen in appendix 2)

Have them identify each group and And discuss questions like

-‘Why these types foods are important’-Have them note which food we cannot have too much of and why? -‘What are the effects on the digestive system’ by having such foods?

Play a matching game to get students thinking. Similar to pin the tail on the donkey.

Pens and pencils.

ScissorsMin map:

Board Marker

Pyramid: Image of

nutrition table (appendix 2)

Game: Cut out pictures

of food groups Board Markers Blue tack or

sticky tape


Have drawn up a pyramid already on the board. Get them to blue tack the pictures of the different food groups on where they think that food group may go on the pyramid.

Class discussion: ‘what foods are considered healthy’?

Conclusion Healthy foods

Get students to write down in work books 3 different types of food (one from each layer of the pyramid and label them. Then they are to write a summary as to why they believe they should eat that food, and what are the positives of eating it.

Pens/pencils Work books

Lesson Evaluation: Do the students effectively engage with the stimuli? Do they understand the difference between all the different food groups? Did the students all contribute equally in groups? Are there the resources available efficient to undertake these sorts of games? Were class discussions effective? Did they engage students? Were all students friendly and tolerant of other opinions and ideas raised in class? Did students cooperate well in-group work? Do they understand the concept of nutrition and healthy eating Do they understand the concept of the digestive system and its relation to nutrition Have they been able to make informed decisions on eating healthy?



LESSON: Personal Identity (1/6) STAGE: Stage 3/ Year 6Related lesson outcomes (PDHPE & other KLAs):

V1: (Values) Refers to a sense if their own worth and dignity V2: (Values) Respects the right of others to hold different values and attitudes of their own V3: (Values) Enjoys a sense of belonging. COS3.3: Communicates confidently in a variety of situations GSS3.8: Applies movement skills in games and sports that require communication, cooperation, decision making and observation INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations IRS3.11: Describes roles and responsibilities in developing and maintaining positive relationships


10 min

Personal identity: -Influences on self-esteem and behaviour.

Teacher at the front of the class Begin by introducing topic of self esteem Ask students, ‘what is self esteem’ or ‘what does

self esteem mean to you?’

Board Marker


Start mind mapping any suggestions on the board Expand mind map by asking students, ‘who do you

think influences your personal identity and self esteem’

Body

30 min

Personal Identity:- Influences on self esteem

and behaviour- Personal abilities- Self-concept - Feelings about self and

others

Get students to make a collage of themselves on how they believe they will look be 10-15yrs in the future. Eg(cuts outs like hair, clothes, food or anything that makes ‘them’)

Start to initiate questions such as:-Are there similarities? If so what are they- Are there many changes and differences?-How might the change come about?- Who do you think influences you to change?- Are you happy with who you will become? If so, in what way?

After this get students thinking about the qualities of self.

Assign students into groups to discuss what are the qualities of self identity are and share stories and experiences of one quality of their choice

Have one member from each group share their experience with the class

Magazines/ newspapers

Coloured paper Pencils Texta Crayons Scissors


Conclusion

5 min

Conclude with a minor game and discussion

Get students to write 5 things they learnt from the games and craft today.

Lesson Evaluation: Are students engaging in content and stimuli Are students working well in groups Are students developing communicating and interacting skills? Are other students accepting of experiences of other peers? Are students comfortable about sharing experiences with class? Have students clearly identified qualities of self? Do students understand the influences on self-esteem?


APPENDIX1. Road Safety passage work sheet:Road Safety:

Use this letter to tell your family something that you learned about road safety. Start a conversation by reading your letter at the dinner table.

Dear ______________________________ ,In school we are learning about road safety. Today we studied ______________________________________

and I learned that ______________________________________________________


______________________________________________________ ______________________________________________________ ______________________________________________________

It is important to know about _____________________________ because _______________________________________________ ______________________________________________________

Let’s remember this next time we __________________________ _____________________________________________________ . Signed

2. Nutrition Pyramid.

Date post:	15-Apr-2017
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17018223, a. lampropoulos. pdhpe lessons

Entertainment & Humor