Warm Up Games Assignment One

Part A - WARM UP GAMES

Name of the Game: Making a Letter

Stage: ES1

Explanation: Children are placed into groups of 4 and a letter is drawn out and children make their bodies into that letter. The teacher can explain and demonstrate this warm up game if the child finds this difficult. It is best to stick with capital letters because the majority are straight letters. This warm up game is a terrific inside activity. It not only gets children moving but also allows them to connect movement with the phonic approach.

Why is this game important for this stage? • Provides the child to an opportunity to recognise that they can manoeuvre their body to make various shapes.

• Allow’s children to learn the importance of partaking in games that require teamwork and cooperation.

• Child becomes more flexible knowing how to stretch and curl the body at all levels.

What are the PDHPE skills involved in this game? How? • DMESI.2 - Decision Making: The children in the group need to make a decision on the shape of the letter.

• INESI.3 – Interacting: Each child works well in the group and knows how to cooperate.

• MOES1.4 – Moving: The child is aware of movement and the use of skills.

Equipment and Teaching cues: • Introduce the main aspect of the warm up.

• Providing a demonstration to the students so they know what they need to do.

• Pick some students and get them to give an example of the letter you choose.

• Draw the letter’s up on the board that you want them to move into.

• Give enough time for students to explore the skill and discover how to form the shapes of the letters.

• It is essential to provide positive feedback to the students.


Name of the Game: The Sharks are coming to get me

Stage: ES1

Explanation: Children are moving around the room and when the teacher shouts, “The Sharks are coming”, the children are to shout “how many?” The teacher then proceeds to shout out a number and the children must get into groups of the number shouted. The children have 4 seconds to get into a group. The children who are left out of a group are now sharks and will chase the other children and tag them when the next number is called out. The children that are tagged will become sharks. This game is excellent for outside warm up activities because it encourages children to get their heart rate up and ready for more intense sport.

Why is this game important for this stage? • Children learn how to with peers in groups.

• Children learn how to play a game that requires a quick response.

• Learns how to listen and watch the teacher effectively.

What are the PDHPE skills involved in this game? How? • GYES1.10 – Basic Movement Patterns: The child has the ability to move and form a group in relation to others personal space.

• GSES1.8 – Fundamental Movement Skills: Participation in games where teamwork is essential.

• INES1.3 – Relates well to others: Observes the rules of the warm up game and learns to share space.

Equipment and Teaching cues: • Explain the concept of the game clearly.

• Give positive feedback to the class.

• Call out the numbers that have been taught in maths lessons.

• Provide a demonstration of the warm up game.

• Explain that the game is a warm up activity to get their blood pumping.


Name of the Game: Bumper Cars

Stage: S1

Explanation: Child learns to travel in a variety ways in different directions in response to different signals. The aim of this warm up game is for children to be aware of personal space and how to use it. Each child has a hula-hoop and they are to hold it at waist level. Clearly explain that this is their personal space car and they are not to touch any other car. Shout out word directions such as stop, go, stand up and sit down. For a variation you can get the students to hop with the hula- hoop.

Why is this game important for this stage? • Children learn how to perform loco motor skills whilst moving with the hula- hoop as well as becoming aware of space.

• Engaged in fundamental movement skills such as stop, go, stand up and sit down.

• Demonstrates how to repeat movements such as hop or run.

What are the PDHPE skills involved in this game? How? • GSS1.8 – Child learns to identify ways of using different game equipment.

• GSYS1.0- Child explores ways of travelling using the hula-hoop.

• DAS1.7- repeats simple movement skill that in aid helps develop fine motor skills an example of this is hopping.

Equipment and Teaching cues • Explain that this is a warm up activity.

• One hula-hoop per child.

• Tell them that they are going to using hula-hoops.

• Get them excited about pretending to be driving like grown ups.

• Tell them that they have to be listening carefully for directions.


Name of the Game: Running around the Tepee’s

Stage: S1

Explanation: A fun warm up activity that can be played with the whole class. It is best played on the grass or a soft surface. Children are paired up forming a circle. One child is the Indian and the other is the tepee. The tepee stands behind their partner with their legs open. The Indians have to go into their tepee through their partner’s legs. The pair must then run as fast as they can around the outside of the circle back to where their tepee was.

Why is this game important for this stage? • Children show how to perform good teamwork skills taking turns being the tepee.

• They engage in favourite simple movement warm up games.

• Children are aware of the importance of physical activity, appreciating the need to participate in physical activities.

What are the PDHPE skills involved in this game? How? • GYS1.10- Follows set rules and understands the sequence in how the warm up is explained.

• GSS3.8- Movement skills are applied in the warm up. The warm up requires cooperation, effective decision-making and observation of the rules.

• DMES1.2- Identifies some options when making simple decisions.

Equipment and Teaching cues: • Explain the activity.

• Provide an example – get two students to give a demonstration.

• Explain the need for good play.

• Encourage the children to be excited about the warm up.

• The student’s heart rate and body temperature will gradually increase getting them ready for their next activity.


Name of the Game: Pirate Ship

Stage: S2

Explanation: Children form a line in front of the teacher. The warm up includes the rules from ‘Simon Says’. If Simon says scrub the decks or fire the cannon the children then have to follow the command. However if Simon does not say anything the children then have to repeat the last command. This warm up is very good to improve concentration skills. Examples of commands include, climb the rigging - children pretend to climb a rope ladder, captains coming -children salute to the captain, man over board – children piggy back a partner, crow’s nest – children stand on one leg which becomes the mast, the other foot rests on that knee to become the crows nest.

Why is this game important for this stage? • Various ways are used to communicate what needs to be done or what is happening on the pirate ship.

• The game requires children to perform simple movement sequences.

• Shows a range of ways to move the body in a warm up game.

What are the PDHPE skills involved in this game? How? • INS2.3 – Works in a group to devise a simple game.

• PSS2.5 – Identifies what needs to be done to achieve a goal.

• ALS2.6 – Identifies factors that influence participation in physical activity.

Equipment and Teaching cues: • Tell the class that you are the pirate captain of the ship and when you ask them to scrub the decks or fire the cannon they are to do the

activity. Make it exciting by wearing an eye patch and talk like a pirate.

• Provide a demonstration of the commands get the children to follow what you are showing them. Provide numerous opportunities for practice of the commands.

• Tell them they have to listen carefully for the command and if they don’t get the command right they will have to keep scrubbing the decks.

• Have some music playing to make the warm up fun.


Name of the Game: Peas in a pod

Stage: S2

Explanation: Student’s form pairs and on command they run into the free area keeping as far away from their partner as they can. Children are to keep their heads up to ensure safety and to identify space to run into. They can weave in and out of each other. On the command to stop running, they are to find their partner and then squat down next to them. Students then move onto a new partner and the teacher can introduce new commands such as touch the ground with their hands, hop on one leg, twist and turn or shake their body. Why is this game important for this stage? • Children work with partners and develop friendships with classmates.

• Demonstrates fun ways of warming up with a partner.

• Children learn how to be considerate of the feelings of others and develop a good relationship between others.

What are the PDHPE skills involved in this game? How? • GSS2.8- Describes how cooperation and encouragement can lead to success in games.

• INS2.3 – Helps others to achieve set tasks.

• COS2.1 – Reports on participation in the warm up game and activities within a large group.

Equipment and Teaching cues • Put the children in pairs, or threes. This is best done so no child feels left out.

• Explain that this warm up game will get their heart pumping.

• Provide an explanation of the game so that each child knows the rules and helps them to form a mental picture.

• Provide positive feed back about the warm up.


Name of the Game: Messy Rooms

Stage: S3

Explanation: The aim of the warm up game is to have the least amount of newspaper balls on your side of the room. Split the room in half and put the children into two groups. Get the children to roll up the newspaper balls and then they are to throw them to the children at the other side of the room. The other side will throw them all back. After an amount of time, count the number of newspaper balls on each side. The side that has the least newspaper balls wins.

Why is this game important for this stage? • Children make their own decisions by acknowledging not to throw the newspaper ball to hard.

• Children show ways to apply to movement skills to throwing the ball.

• Child learn how to provide a range of skills such as catching and passing.

What are the PDHPE skills involved in this game? How? • G333.8 – Combines a series of skills for use in the warm up such as catching and passing.

• IRS3.11 – Identifies their roles and responsibilities’ within groups.

• Gss3.8 – Participates in games and sports combining strategy, teamwork, movement skill and fair play.

Equipment and Teaching cues: • Divide the children into two teams.

• Get the children to scrunch up the newspaper sheets.

• Explain the importance of not throwing to hard and when they throw it should be done in a safe manner.

• Make sure you have enough newspaper for each child to roll up three balls each.


Name of the Game: Healthy Hearts Tag

Stage: S3

Explanation: Four areas are to be designated for skipping, doing squats, jogging and jumping jacks. Put children in groups and assign them to each area and once they have been doing their activity for two minutes move them onto to the next group. Once every group has been to the areas get them to form into the shape of the heart and perform some movement exercise such as running on the spot or hopping on one leg.

Why is this game important for this stage? • Discover a way to analyse information upon which to make an informed decision by knowing that physical activity helps keep the heart healthy.

• Children know the consequences of their choices; a healthy choice is a good choice.

• Child know the responsibility for their decisions for example no regular exercise is bad for the heart.

What are the PDHPE skills involved in this game? How? • ALS3.6 – Demonstrates personal goals based on their understanding of what it means to be fit and active.

• ALS3.6- Participates in physical activity programs based on personal goals.

• ALS3.6 – Devises strategies to achieve personal active lifestyle goals.

Equipment and Teaching cues: • Children are to set up the equipment.

• Equipment includes skipping ropes and witches hats. The witche’s hats mark the boundaries of each activity area.

• Explain why it is important to do warm up’s and the long- term benefits this will have on their hearts.

• Tell them that when the whistle blows they have to move to the next station.

• When each group has completed each station get to form the shape of the heart and perform the movement exercises.

Part B - INVASION GAMES

Name of the Invasion Game: Bomb Bases Stage: S2

Explanation: The children are split into two teams and are spread out on the field standing two metres apart. There are two tennis balls and each team has one. The teams challenge is to try and get the tennis ball off the other team and get both balls to the base as quickly as possible. This means they score a goal worth two points. The game runs for 15 minutes and during that time they are only allowed to bounce the tennis ball, if they throw the ball their team loses a point.

Why is this game important for this stage? • Demonstrates fun ways for children whilst practising skills in a team.

• Children learn how participate in a group situation showing consideration for each other.

• Children work in a group to develop friendships with classmates.

What are the PDHPE skills involved in this game? How? • DMS2.2 – Assists the group to achieve consensus in-group goal setting.

• INS1.3- Uses positive talk to encourage others.

• PSS2.5- Analyses problem situations and initiates problem solving on a group basis.

Equipment and Teaching cues: • Divide the children into two teams.

• Get the children to spread out on the field.

• Explain the importance of listening to the whistle.

• You will need bases and tennis balls.

• Explain that this game will get their heart rate up.

• Provide an explanation of the game and tell them the rules.

• Remember to state the importance of safety.


Name of the Invasion Game: Scabby Seagulls

Stage: S2

Explanation: The child in the middle with the basketball has to dribble the ball until the whistle is blown, once the whistle is blown they must bounce the ball away from themself. Meanwhile the children without the ball are seagulls who run around with their arms flapping and squawking trying to get the basketball when bounced away. Scabby Seagulls is intended to be a fast paced fun game that will encourage some healthy competition amongst the children. The child who gets the ball more then once will receive a sticker.

Why is this game important for this stage? • The child becomes aware of how to problem solve by working out how to obtain the ball.

• The child knows how to work towards developing goals to support the decisions made.

• Children can identify factors that influence their participation in Scabby Seagulls.

What are the PDHPE skills involved in this game? How? • MOS2.4 – Displays a focus on quality of movement and can throw over arm proficiently.

• INS2.3- Make’s positive contributions in activities whilst working in a group.

• PSS2.5- Perform’s a simple movement sequence and identifies what needs to be to achieve a goal in the game.

Equipment and Teaching cues: • Explain to the children the rules and regulations of the game such as only been allowed to dribble or throw over arm the ball.

• Get the children to practice flapping their wings and squawking noises

• Explain that when they hear the whistle once they can commence playing but if they hear the whistle three times they are to stop and listen.

• Get them excited about them pretending to be Seagulls.


Name of the Invasion Game: Cops and Robbers

Stage: S3

Explanation: Cops and Robbers consist of two different teams. One team is the cops the other team is the robbers. The robbers have to get the football and pass the football to each other. If they get tagged with the football by a cop they will become a cop. The cop’s have to run around trying to get a robbers and the football. Once there are only two robbers left they become the cops and the cops become the robbers with the football. Why is this game important for this stage? • The children learn to adapt their throwing actions.

• Children learn to select the most appropriate situation to a problem i.e. knowing when to run fast with the ball so the cop doesn’t catch them.

• Shows children how to participate in physical activity based on personal goals.

What are the PDHPE skills involved in this game? How? • GSS3.8- Participates in games and sports combining strategy, teamwork, movement skill and fair play.

• ALS3.6 – Participates in physical activity programs based on personal goals.

• INS3.3 – Demonstrates actions that support the rights and feelings of others.

Equipment and Teaching cues: • Get the children excited about playing cops and robber’s.

• Practise some throwing the football safely to each other.

• Will need a football.

• Explain the rules of the game.

• Remind them when they hear the whistle they are to listen to you.


Name of the Invasion Game: Angry Chooks

Stage: S3

Explanation: The chooks are angry at the goats for eating all their cans. There are five hoops and these are the chook nests they all have volleyballs in them. The chooks have to run from nest to nest and throw their eggs at the goat’s legs. If the chook hits a goat on the leg then they swap positions. The chook also has to try and retrieve their egg and put it back into the nest.

Why is this game important for this stage? • Children learn to provide movement skills and follow the rules of the game.

• Children are in an activity that identifies barriers to participation in physical activity and they learn ways how to overcome them.

• Children learn to adapt throwing actions to cater for the volleyballs.

What are the PDHPE skills involved in this game? How? • PSS3.5- Select’s the most appropriate solution to a given problem.

• GSS3.8- Describes the roles they play as a team member e.g. chook or goat.

• MOS3.4- Varies running patterns to cater for dodging and defence marking.

Equipment and Teaching cues: • Have five hula-hoops and at least 20 volleyballs so there are five balls in each nest.

• Explain what the children have to do if they are a chook or goat.

• Get the children to practise throwing the balls at each other safely, balls should not be thrown higher than the waist.

K-6 PDHPE BLANK LESSON PLAN PROFORMA LESSON: 4/10

STAGE: S1

Related lesson outcomes (PDHPE & other KLAs): Art & Craft Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction 10 minutes

The aim of this lesson for students to identify how important it is to eat healthy foods giving the body fuel to run efficiently.

• Orientation – The Teacher will introduce what nutrition is at the front of the class.

• Students will be placed into groups and will talk about how healthy food makes them strong and healthy.

• Students will write all their ideas that discussed in the group up on the board and make a mind map.

• The will have Teacher a variety of foods from each food group the children are to identify what is healthy and what are sometimes foods.

• Students will then paint a picture of healthy food.

• Whiteboard.

• Paint.

• Big pieces of cardboard all different colours.

• Food from all the different food groups.

Body 35 minutes

Nutrition – Good healthy eating habits.

• Students will be put into groups and asked to answer the question – why do our bodies need healthy food. They will be asked to write this out on cardboard.

• The class will then come together and each student will report back one comment about the topic.

• The teacher will have a picture up on the board of the healthy food pyramid and students are to look at it and work out where all the foods belong.

• Students will then be asked to form the shape of the pyramid with blocks on the floor.

• The teacher will then have real foods from each part of the healthy food pyramid and students are to place the food in the appropriate section.

• The teacher will then discuss the importance of having food from each food group everyday for optimal health.

• Students will be asked to remember what they have eaten throughout the week. The entire class will record on a graph on the healthy foods they have eaten.

• Five sheets of cardboard.

• Black markers.

• Teacher needs an image of food pyramid.

• Teacher will need supplies of real food.

Conclusion 10 Minutes

• Start thinking about the benefits of healthy eating has on the body.

• Start thinking about the benefits of healthy eating has on the body.

• Students will commence by writing down what foods they have eaten. The teacher will hand out a worksheet with a healthy pyramid. Students then have to get magazines and cut out what they have eaten gluing the foods on the pyramid in the correct section.

• Students will then be divided into groups of five. They will then be asked to design a graph of the food they have been eating. Each graph will have vegetables, fruit, bread, milk, meat, water sometimes food on them.

• Homework – students will be asked to help prepare a healthy dinner in the kitchen with their parents. They are to bring a picture into class of what their healthy dinner was.

• Teacher to prepare a worksheet. Blank picture of the healthy food pyramid.

• Teacher to have

access to magazines.

•

Lesson Evaluation: • Did the students participate in the group work and class discussions?

• Were the tasks set challenging enough for the students?

• Did the students enjoy the topic nutrition?

• Will the students complete the homework assigned? Will they remember to bring in a photo of their healthy dinner?

• Did the students understand the healthy food pyramid?

• Are children aware of how a healthy diet will benefit them?

K-6 PDHPE BLANK LESSON PLAN PROFORMA

LESSON: 5/10 STAGE: ES1 • Related lesson outcomes (PDHPE & other KLAs): Art & Craft

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

• DMES1.2 – Identifies some options when making simple decisions.

• COES1.1- Expresses feelings needs and wants in appropriate ways.

• V4 – Increasingly accepts responsibility for personal and community health.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources Introduction 10 minutes

The purpose of this lesson is for early stage one to learn the importance of road safety and know how to cross the road properly.

• Orientation: The teacher will be at the front of the class and will put on a DVD about road safety.

• Students will then discuss as a class the importance of road safety.

• The teacher will then explain the need for stopping at the sidewalk before crossing the road and will talk about look left, look right; look left whilst listening for oncoming cars.

• Teacher will explain traffic light meanings and pedestrian signs.

• DVD on road safety

Body 35 minutes

The importance of Road Safety for young children

• Teacher will use masking tape on the floor and create a mock street.

• Students will practise the look left, look right and look left again principle on the mock street.

• Teacher will use a remote control car to help children to learn to wait before crossing the road.

• To help students learn about traffic lights teacher will get the children to play a game of traffic lights on the mock street. Students will learn when to stop, go and be cautioned.

• Students will need to make three traffic lights out of cardboard and cellophane.

• Students can make simple pedestrian signs to set up in the mock street. Stand them up in cans filled with sand.

• Practise walking with the students through the mock street giving them simple meanings on what the pedestrian signs mean.

• 15 pieces of cardboard for cutting out pedestrian signs.

• 3 pieces of cardboard to make traffic lights.

• 3 rulers for traffic lights to stand

• Yellow, red and green cellophane.

• Masking tape for Mock Street.

• Remote control car.

Conclusion 10 Minutes

Start thinking about the importance of road safety

• Students will commence by sitting on the floor in a big circle. The teacher will have pictures of pedestrian signs and traffic lights. The teacher will ask what do the signs mean. Students will have to answer these questions.

• The teacher will ask the students if they can remember how to cross the road and if they can shout out together the look left, look right and look left again principle.

• Homework – students will be asked to cross the road safely with their parents or carer. They will be given a colouring in sheet on safety that will be displayed in class.

• Teacher will need pictures of pedestrian signs and traffic lights.

• Lesson Evaluation:

• Did all the students understand how important it is to be aware of road safety?

• Were there enough resources for road safety?

• Did the students enjoy the practical lesson with the remote control car?

• Was the task effective at getting every student involved?

• Will the students complete the homework?

• Has learning road safety allowed students to be aware of how dangerous the road can be? That students need to be aware of this when crossing the road?

K-6 PDHPE BLANK LESSON PLAN PROFORMA LESSON: 3/10

STAGE: S3

Related lesson outcomes (PDHPE & other KLAs): Art & Craft

• COS2.1 – Uses a variety of ways to communicate and within groups.

• V2 – Respects the rights of others to hold different values and attitudes of their own.

• V3- Enjoys a sense of belonging.

• IRS2.11 – Describes how relationships with a range of people enhance wellbeing.


The aim of this lesson is explain the importance of friendship and the importance of maintaining good friendships for life.

• Orientation: Teacher will get students to sit in a circle on the floor and will sit with students.

• Students will discuss what they think is the importance of friendship.

• Students will agree on a ‘class definition’ and this will be written up on the board.

• Interactive whiteboard.

Body 35 minutes

Peer Relationship – Friendship

• Students will be placed into groups and brainstorm idea’s of how important it is to be a good friend.

• Students will then talk about what it means to be a good friend to someone.

• The teacher will ask, ‘how do you know when someone wants to be your friend’, how do you know when a person does not want to be a friend’, ‘how can you ask a friend for their telephone number’, what would you say to start the telephone conversation’.

• The teacher with another adult will demonstrate how to start a conversation on the telephone. Then the students will get to participate. Explain what is important when talking on the phone.

• The teacher will then have the students resume their groups. The students will be given an envelope with a scenario of friendship. Each group will have to act out that scenario.

Conclusion

Children are to commence thinking about friendship in their lives.

Get the students thinking about good friendship skills. • Students will begin by writing down, ‘what does being a

friend’ mean to them.

• Students will then share their comments to the class.

• Teacher to organize paper and pencils for students to write down their idea.

Homework • Students will be asked to write a story about their best

friend. Students will bring their story in to be displayed in class.

Lesson Evaluation • Were all the students interested in what friendship is?

• Were there enough resources to make the topic interesting?

• Did the students engage with others after learning about friendship?

• Will students complete the homework task set?

• Has learning about friendship encouraged students to be more caring?

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: 5/10

STAGE: S3

Related lesson outcomes (PDHPE & other KLAs): Writing & literacy • IRES3.11 – Discusses roles and responsibilities in developing and maintaining positive relationships.

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

• INS3.3 – Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

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

• V1- Refers to a sense of their own worth and own identity.

• V3- Enjoys a sense of belonging.


The goal for this lesson is for students to know and understand what personal identity is and the role it plays in their life.

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

• Students will discuss what personal identity means.

• Students to write up what personal identity means.

• Whiteboard

Body

Get the students to think about personal identity and how it is in their everyday lives.

• Students will form small groups to discuss the role that personal identity plays in their lives.

• The students, in groups, will report back with their ideas.

• Teacher will get students to draw a mind map and write down their ideas.

• Teacher will explain that personal identity is formed around personal belief systems and that families influence personal decisions.

• Students will then be asked to talk to keep a diary about their life. They do not have to show this to the teacher or fellow class mates.

Conclusion

Think about what personal identity means to you

• Students will commence working on their personal reflective diary.

• The teacher will ask the students what they think about personal identity.

• Teacher to prepare a information sheet on personal identity for students to read.

• Homework Students are to research one aspect of

personal identity. It could be family values or relationships with peers.

Lesson Evaluation : • Did all the students understand the topic personal identity?

• Were there enough resources to make the topic interesting?

• Did the students work well in groups discussing the topic?

• Will students complete the assigned homework?

• Has learning about personal identity given the students a better understanding of themselves and others?

• Did the teacher teach the lesson effectively?

Warm Up Games Assignment One

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Transcript of Warm Up Games Assignment One