Kindergarten Physical Education Term 1 2015

Kindergarten students will participate in Physical Education lessons of 40 minutes each week. The classes will rotate
through the skills of locomotion, ball control, hitting, kicking, throwing and tracking/trapping. The lessons this will
introduce new skills. Each group will spend two weeks on each skill component.

Outcomes:
GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment.
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences.
V5 Willingly participates in regular physical activity.

Skill
Gross Motor:
Climbing,
gripping,
swinging
Locomotion:
jumping/landing,
balance

Locomotion:
running
Ball control:
bouncing and
catching a large
ball
Throwing:
underarm, two
hands

Hitting: striking
an object,
stationary/
moving

Development

Ball control:
Kicking

Gripping monkey bars with Monkey grip (i.e. thumb on same side as fingers)
Swinging and grabbing the next bar
Using opposite hand/leg movement to climb ladders
Being aware of centre of gravity when moving to/from raised platforms and bars
Start with feet close together, side by side
Bend knees and swing both arms behind body
Spring upwards and swing arms up to give extra movement
Keep head up, and eyes in front or on target
Land with both feet together, balanced
Arms/legs move in opposition
Slight forward lean of the body
High knee lift
Arms drive forward in a relaxed style, elbows bent
Stand with feet stationary, shoulder width apart and holding the ball at waist height, with
hands on either side of the ball
Push the ball straight down with both hands
Keep eyes on the ball
Catch the ball with fingers spread and pull the ball into the body
Eyes on target while throwing
Face direction of throw, legs slightly apart
Hold ball with two hands
Swing ball/arm down and then forward towards the target
WITH EQUIPMENT
WITHOUT EQUIPMENT
Stand with feet apart, one in front of the Stand next to or beneath the object, with
other. Front foot should be opposite to
feet apart, one in front of the other. Front
main arm and placed near object. Back
foot should be opposite to main arm.
foot turned to 45 degrees, used for balance
Have shoulders/body square to object
Turn body to 45 degrees from object
Have palms flat, fingers outstretched,
slightly cupped towards the object
Hold the bat with both hands, with main
Arms are bent at the elbow
hand further from the body
Bring the bat up and around the body to Keep eyes on target, as object comes
should height, holding bat level
within hitting range, push arms/hands
towards object, hitting it with both hands
Keep eyes on the target and swing
at the same time.
Follow through with bat aiming in the
Follow through with hands
direction of the target
Watch the ball as you run in
Hold/use arms outstretched for balance
Place supporting foot to the side and behind the ball
Bring the foot up underneath the ball, connecting with the inside
Follow through with the kicking foot pointing in the direction of the target

Students rotate between 2 stations over the 40 minutes (20 mins per station). Teachers
remain at their activity. The next week, groups complete the other two activities.

Rotations

Wk

Miss Crowly

Miss Mistry

Miss Ruppin

Ms Batterham

Equipment

Bouncing

Kicking

Running

Sturt

Cook

Cook

Sturt

Phillip

Flinders

Flinders

Phillip

Phillip

Flinders

Flinders

Phillip

Sturt

Cook

Cook

Sturt

Miss Crowly

Miss Mystry

Miss Ruppin

Ms Batterham

Obstacle course

Throwing and
catching

Dribbling and
Aiming

Relay/Games

Sturt

Cook

Cook

Sturt

Phillip

Flinders

Flinders

Philip

Phillip

Flinders

Flinders

Phillip

Sturt

Cook

Cook

Sturt

10

Sturt

Cook

Cook

Sturt

Phillip

Flinders

Flinders

Phillip

Sturt

Phillip

Flinders

Reg

Cook

Assessment and
Evaluation

Outcomes will be assessed through teacher observation and checklists of the

fundamental movement skills mentioned above.

Resources:

Each kindergarten teacher is responsible for setting up for their group. Please see
attached activity cards for clarification on how to play and resources required.

LOCOMOTION
Relays
Equipment: baton/bean bag (1 per team)
Playing Space: Grass
Formation: 2 teams split into 2 groups each. One student is the starter.
Instructions: Students run from their group to the other group, passing the
baton/object to the person at the front of the line and then going to the end
of the line and sitting down. The team with all people sitting down first is the
winner.

Variation: Skills can be incorporated by having students skip/hop/jump

etc between the groups, rather than running.
Student formation

LOCOMOTION
Snake
Equipment: 1 long skipping rope, tied to a pole or other stationary object
Playing Space: Grass
Formation: 2 teams in a line behind their leader, facing
the skipping rope. Teacher holds untied end of the rope.
Instructions: Teacher holds untied end of the rope low to

Game Formation

the ground and wiggles the rope so that it curves along the ground like a snake.
One at a time, students from each team run up and jump over the moving rope,
landing on the other side. They then run around the teacher and back to the
end of their team.

Variation: The game can be made more difficult by having the teacher
wave the rope in a vertical (rather than horizontal) pattern, though this is
more dangerous for less experienced students.

LOCOMOTION
Long Jump
Equipment: 10-20 flat tiles/markers that can be jumped on
Playing Space: Grass
Formation: Set up the course with only 10 tiles increasing distances apart, with
the last tile being the long jump. Students are in 1 line behind the starting tile.
Instructions: Student steps onto first tile and proceeds to jump along the tiles,
showing correct/effective jumping stance. The aim is to build up the jumps til
the long jump at the end. Students explore how to make themselves jump
further by using their arms, legs and body to help. After completing the course,
students rejoin the line. Teacher may decide to have several students on the
course at once, rather than waiting for each child.

Variations: Game can be broken into 2 courses with teams competing.

Points may be awarded for each tile or just the long jump tile.
Activity formation

LOCOMOTION
Rob the Nest
Equipment: 6 hoops, 20 bean bags, stopwatch/timer, whistle/bell
Playing Space: Grass

Hoop nests

Formation: 5 hoops are space out equidistance from the centre

6th hoop. All bean bags are placed in the centre hoop/nest.

Bean Bags

Students are divided into 5 teams and assigned one of the 5

hoops as their nest.

Activity formation

Instructions: Students are given 5 mins to be the group with the most bean bag
eggs. Only one student per nest may move at a time. First, students steal the
bean bags from the centre nest, taking turns to leave their nest. Then,
students may steal from others nests but again only one person per team may
leave the nest at a time. When timer goes off, groups count their eggs and the
group with the most wins.

LOCOMOTION
Obstacle Course
Equipment: 10 bean bags, 5 hoops, 1 skipping rope, 6 flat tiles/cones, 10 witches hats
Playing Space: Grass
Formation: Set up the Obstacle Course as per the diagram.
Beanbags

Skipping
Rope

Sprinting
Space

Hoop

Jumping Tiles
Hoops

Witches Hats

START

Instructions: Students begin by jumping from hoop to hoop. They then pick up a
beanbag and place it on their head. They balance walking along the skipping rope
and then sprint to the next hoop (students may hold the beanbag), where they
leave their beanbag. They then jump along the tiles and perform a long jump to
the last tile. They then run weaving around the witches hats, and come back to
the starting point.
Note: teacher will need to monitor the beanbags, moving them from the drop
zone back to the initial point.

BALL CONTROL
Bin Ball
Equipment: 5 containers, 5 balls
Playing Space: Asphalt
Formation: Students are divided into 5 groups with 1 ball per group. They stand
in a line about 1-2 metres (depending on skill level) from their container or bin.
Instructions: Students bounce the ball around the bin, come back to the start
of the line, and shoot the ball into the bin. If they miss they must go and get it,
and return it to the next person in line. If they get it in, they get one point for
their team.
Variation: put a time or turn limit on the game.

KICKING
Tunnel Ball (2)
Equipment: 2-4 balls
Playing Space: Asphalt
Formation: Students are divided into groups of 6-10. They form a line with
their legs apart.
Instructions: The player at the front has the ball and faces their group, about
a metre in front of the line. The student kicks the ball through the legs of
their team mates and runs to the end of the line to get the ball. They join the
end of the line. The team then passes the ball back over their heads to the
first person, who repeats the process.
If the ball gets stuck in the tunnel, players may assist it to the end of
the tunnel.
Variation: put a time or turn limit on the game.

BALL CONTROL
Keep Away
Equipment: 1 large, soft, bouncy ball; coloured sashes for one team
Playing Space: Asphalt
Formation: Students are divided into 2 teams of equal skill
Instructions: Students keep the ball away from the other team by bouncing it
to their team mates. The ball must be bounced, not thrown, in order to focus on
skills. Players from the other team may intercept the ball at any time.
Encourage calling and teamwork
Variation: Goals and points may be introduced to increase competition.

BALL CONTROL
Tunnel Ball (1)
Equipment: 2 large, soft, bouncy balls
Playing Space: Asphalt
Formation: 2 teams. Students form a line with Student 1 out the front facing
the team, approx 2m away.
Instructions: Student 1 passes the ball underarm to Student 2, who passes the
ball back to Student 1. Student 2 then runs behind Student 1, who throws the
ball to the next person. When the last student comes up, Student 1 throws the
ball to Student X, then runs behind Student X, who throws the ball to Student
2, and so on.
Variation: Goals and points may be introduced to increase
competition.

Diagram shows how

changeovers work

KICKING
Kick Ball
Equipment: 1 ball, 20 witches hats,
Playing Space: Grassed area (pref. marked field)

Witches Hats marking the field

Formation: 2 teams 1 kicking and 1 fielding. Fielding

Fielders

team spreads out within the field and Kicking team lines

Base

up. Witches hats are placed according to the diagram.

Instructions: On a given signal, Kicking Student kicks

SAFE ZONE

Kickers

Tee

the ball out into the field, then runs to the Base and back again. Fielders cannot
go inside the Safe Zone until after the ball is kicked. Fielders try to get the
ball back to the Tee before Kicker gets back. If Kicker makes it, Kicking Team
gets 1 point. If he/she doesnt, no points are scored. After all Kicking students
have had a turn, swap over.
Encourage good team behaviour cheering, supporting etc.
Variation: 2 rounds can be played so that students get another chance.

KICKING
Kicking Relay
Equipment: 2 balls, 4 witches hats
Playing Space: Grassed area
Formation: 2 teams divided into 2 groups, 15m away from each other. A witches
hat is placed 5m in front of each group
Instructions: On a given signal, Student 1 dribbles the ball up to the witches
hat, then kicks it to Student 2. Student 1 runs after the ball and joins the end
of the second line. Student 2 traps the ball and then dribbles to their cones,
and kicks to Student 3, and so on.
Variation: Add a time/turn limit to increase competition.

Student formation

KICKING
Goal Shots
Equipment: 4 mini goals or similar (container, chairs etc)
Playing Space: Grassed area
Formation: 4 groups, lined up 5-10m from their goal. Student 2 is behind the
goal ready to grab any misses.
Instructions: On a given signal, Student 1 takes aim and shoots for a goal.
Student 2 retrieves the ball and gives it to the next student, then Student 2
joins the end of the line and Student 1 takes the retriever spot.
Variation: If change over is too complicated, students can retrieve their own
ball.

PDH Early Stage 1

Overview of Unit I am Special
Students will learn about their own and others identity through a variety of activities which build their sense
of belonging and acceptance. Students then couple this knowledge with a developing understanding of how
people grow and change to think creatively about changes they may face in the future. The unit encourages
our students to become global citizens by teaching them to embrace the differences in each other and use
technology to share and receive information. This unit incorporates a variety of PDHPE outcomes and can
be easily linked to Science & Technology, English, HSIE and Mathematics content.
Outcomes:
- GDES1. 9 Identifies how people grow and change
- PHES1.2 Displays basic positive health practices.
- COES1.1 Expresses feelings, needs and wants in appropriate ways
- INES1.3 Relates well to others in work and play situations
- DMES1.2 Identifies some options available when making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
**The following Science & Technology outcome can be met if utilising blog resource:
UT ES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials
and other resources when undertaking exploration and production.
Learning Sequence Overview (see following pages for lesson plans):
**
Programme begins in week six due to Kindergarten settling in period and continues into term two.
6
What makes me special?
Sit students in circle. Go around circle and students say one thing about their appearance.
Suggestions include I have brown hair, I have freckles etc. In pairs students discuss things that
make them special. Regroup and each student shares with the class, saying I am special because...
Play a game where a student describes another student by appearance, likes/dislikes, ability etc and
the class must guess the identity.
Students make an I Poster using photographs brought from home. Students caption it with I like...
or I can... or I am... sentences, after a modelled writing session.
7

What is good about me?

In this lesson, discuss attributes of a good students/person and create a vocabulary wall. Establish
Friendship Books which are subsequently used each week.
**Technology link: Establish a Blog through the DET server for the Friendship Books, in which
students can post their comments.
The books are rotated through the class and each week a student writes something nice about that
persons behaviour over the week. This activity should be an independent writing activity. Teacher
should create a checklist in the front of each book so that no student has the same book twice.
Likes and Dislikes
Play the Name Game: students sit in a circle and go around. First they say their name, e.g. Tim,
then they add an adjective to describe themselves, e.g. Terrific Tim or Smart Tim, then they say
something they like or dislike, e.g. Terrific Tim likes Spaghetti.
Students create a collage of drawings depicting their likes and dislikes in a variety of categories e.g.
food, clothing, colours, drinks, toys, activities/sports. Discuss and display.
**Technology link: These collages can be uploaded to each students blog along with their
sentence.

10

Keeping our bodies healthy

Have an outline of a person prepared with flashcards (picture and word). Label each external body
part and discuss its function. As a class, discuss how to look after the body and keep it healthy.
Record responses on the IWB. Possible responses include brushing teeth, clipping nails, daily
washing etc. Have images to assist.
If time, play a game of What Are You Doing. Students form a circle with one in the centre. Centre
student mimes an action involved in keeping the body healthy, e.g. brushing teeth. After a minute or
2, class asks What are you doing? and centre student replies with a different action to what is
being done, e.g. combing hair (this can be tricky to do). Centre student taps another student to come
in, and new centre student takes up the action that was just said (combing hair).
**Technology link: Students can post on the blog with a sentence (or 2) linking to this lessons
content, such as I stay healthy by brushing my teeth.
Needs and Wants
As a class, discuss what is a need? and what is a want?
Discuss the basic needs, e.g. food, water, shelter. Abstract ideas such as love, parents etc. may be
introduced, so teacher should be aware of any student situations which require sensitivity, e.g.
divorce.
Think-Pair-Share: in pairs, students think of things they want. Share and record on the IWB.
Repeat for needs.
Watch
this
video
to
consolidate:
http://www.brainpopjr.com/socialstudies/economics/needsandwants/(5 mins)
**Technology link: Students can continue this on their blog at home/in computers, listing things
they can see/they have but they dont need.

PDH

Early Stage 1

Term 1 Week 6

I Am Special What makes me special?

Outcomes:
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging

Resources:

Assessment:

Can students identify aspects that make them

an individual?

Do students refer to these aspects positively?

Do students work cooperatively and

supportively in groups?

Do students write or talk confidently about

an aspect of their personal identity?

Cross-curriculum Issues:

I Poster

Multicultural education

Photograph of student (brought from home)

Aboriginal education

Glue

Gender equity

Pencils, colours

Technology education

IWB

Teaching/Learning:
Sit students in a circle. Going around the circle, students say one thing about their appearance. Suggestions
include I have brown hair, I have freckles etc.
In pairs students discuss things that make each other special. Regroup and each student shares with the class,
saying I am special because...
Play a game where a student describes another student by appearance, likes/dislikes, ability etc and the class
must guess the identity.
Brainstorm things that students like/can do.
Students make an I Poster using photographs brought from home. Students caption it with I like... or I
can... or I am... sentences.
Evaluation:

PDH

Early Stage 1

Week 7

I Am Special What is good about me?

Outcomes:
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Do students write or talk confidently about

an aspect of their personal identity?

Can students write a complete sentence

describing another person?

Cross-curriculum Issues:

Friendship Books, prepared with list of

names in the front cover

Multicultural education

Aboriginal education

OR Blog for Friendship Sentences which

each student has access to and can post to
each others feeds.

Gender equity

Technology education

Cardboard strips to make vocab wall

Black marker

Pencils, colours

IWB

Computers & Blog (can be done later)

Teaching/Learning:
As a class, brainstorm and discuss attributes of a good person (tries hard, friendly, helpful etc.). Create a
vocabulary wall from the suggestions. Going around the class, students say something nice and positive
about a classmate using the word-wall words.
Establish the Friendship Books and have the first (guided) writing session.
Friendship Books are used each week and rotated through the class. No student should have the
same book twice, so having a list in the front cover to check off students is ideal. Students write 1 or
2 sentences about the student, describing their good behaviour or something about their appearance
or personality that they like. It is used as a way of boosting self esteem and acceptance, and having
students recognise the differences and strengths of each other.
PREFERABLY students should use the Friendship Blog and post their sentences on each others page each
week. Teacher can keep a checklist to ensure each student has posted on each other students blog. The
blogs would be maintained in each computers lesson.
Evaluation:

PDH

Early Stage 1

Week 8

I Am Special Likes and Dislikes

Outcomes:
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Do students write or talk confidently about

an aspect of their personal identity?

Do recognise and support the differences

between each others likes/dislikes?

Cross-curriculum Issues:

Likes/Dislikes person stencil - cut out

Multicultural education

Pencils, colours

Aboriginal education

IWB

Gender equity

Blog & Computers (can be done later)

Technology education

Teaching/Learning:
Play the Name Game: students sit in a circle and go around. Students repeat what was said by the person
next to them, and then say their own suggestion. So it may go Bob, Bob Jess, Jess Kim, Kim
Matt etc.
First round they say their name, e.g. Tim, then they add an adjective to describe themselves, e.g. Terrific
Tim, then they say something they like or dislike, e.g. Terrific Tim likes Spaghetti.
Students are given a person stencil. On the stencil they create a collage of drawings depicting their likes and
dislikes in a variety of categories e.g. food, clothing, colours, drinks, toys, activities/sports. Discuss, and
display with the heading This is me.
Students collages can be uploaded to the blog and captioned with the students initial Terrific Tim Likes
Spaghetti sentence. This can then be commented on by the class.
Evaluation:

PDH

Early Stage 1

Week 9

I Am Special Keeping your body healthy

Outcomes:
- PHES1.2 Displays basic positive health practices
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Do students correctly identify parts of the

body?

Do students identify actions/processes for

keeping the body clean and healthy?

Cross-curriculum Issues:

Large outline of person OR small laminated

boards (1 per group of 2)

Multicultural education

Aboriginal education

Blu tac

Gender equity

Flashcards of words + pictures (1 per group)

Technology education

Pencils, colours

IWB

Blog & Computers (can be done later)

Teaching/Learning:
EITHER: Divide students into groups of 2 or 3 and they work together to match the flashcards to the parts
on the body outline. Afterwards regroup and discuss each body parts function...
OR: Display the person outline on the IWB and as a class label each external body part using the flashcards,
and discuss its function.
As a class, discuss how to look after the body and keep it healthy. Record responses on the IWB. Possible
responses include brushing teeth, clipping nails, daily washing etc. Have images of actions to assist.
If time, play a game of What Are You Doing. Students form a circle with one in the centre. Centre student
mimes an action involved in keeping the body healthy, e.g. brushing teeth. After a minute or 2, class asks
What are you doing? and centre student replies with a different action to what is being done, e.g. combing
hair (this can be tricky to do). Centre student taps another student to come in, and new centre student takes
up the action that was just said (combing hair).
Students can then post on the blog with a sentence (or 2) linking to this lessons content, such as I stay
healthy by brushing my teeth or I wash my hair to keep it healthy. Other students might like to comment
with me too etc. to show their involvement.
Evaluation:

PDH

Early Stage 1

Week 10

I Am Special Needs and Wants

Outcomes:
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions

Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Are students able to distinguish between

needs and wants?

Can students analyse information and make

decisions?

Cross-curriculum Issues:

IWB

Multicultural education

Video: http://www.brainpopjr.com/
socialstudies/economics/needsandwants/
(5 mins)

Aboriginal education

Gender equity

Technology education

Flashcards/pictures of needs and wants

(shelter, food, water, clothing, family,
Gameboy, computer, guitar, bed, pillow,
pencil, book, etc.)

Environmental education

Blu tac

Computers & Blog (can be done later)

Teaching/Learning:
As a class, discuss what is a need? and what is a want?, using the flashcards/pictures as stimuli. Sort the
flashcards/pictures into the two categories.
Discuss the basic needs, e.g. food, water, shelter. Concepts such as family, parents etc. may be introduced,
so teacher should be aware of any student situations, e.g. divorce, which requires sensitivity.
Think-Pair-Share: in pairs, students think of things they want. Share and record on the IWB. Repeat for
needs.
Watch video to consolidate, pausing at intervals to link student knowledge to the video content.
**Technology link: Students can continue their learning about Needs vs Wants on their blog at home/in
computers, listing things they can see/they have but they dont need.
Evaluation:

PDH

Early Stage 1

Week 6

I Am Special How have I changed?

Outcomes:
- GDES1. 9 Identifies how people grow and change
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Are students able to recognise and describe

changes that have occurred in themselves and
others over time?

Are students able to write about these

changes, using pictures as stimulus?

Cross-curriculum Issues:

Students baby photos brought from home

Multicultural education

How I Have Changed sheet (A3)

Aboriginal education

Glue

Gender equity

Pencils

Technology education

Computers & Blog (can be done later)

Environmental education

Teaching/Learning:
Encourage students to bring in baby photos (newborn, 2 years, 4 years) and a current photo. Discuss the
physical changes since the photos were taken.
Stick the photos to a page titled How I Have Changed.
Modelled writing: Write short captions to go on the My Changes page describing the changes, e.g. I have
grown bigger, I have lost teeth etc. Students caption their page.
**Technology link: Students photos can be uploaded to the blog and student can write 1 or 2 sentences
describing their changes, and other students can comment on other things they notice. Alternatively, students
can just type a sentence to go with their photos in MS Word.
Evaluation:

PDH

Early Stage 1

Week 7

I Am Special Learning, growing, changing and feelings

Outcomes:
- GDES1. 9 Identifies how people grow and change
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Are students able to recognise and describe

changes that have occurred in themselves and
others over time?

Are students able to write about these

changes, using pictures as stimulus?

Cross-curriculum Issues:

Students baby photos brought from home

Multicultural education

How I Have Changed sheet (A3)

Aboriginal education

Glue

Gender equity

Pencils

Technology education

Computers & Blog (can be done later)

Environmental education

Teaching/Learning:
As a class or in pairs, discuss things that students can do now that they couldnt do when they were younger.
After discussing, students create a picture depicting one or more of the skills they have developed over time.
Talk about changes that will happen as they continue to grow. What do they think will happen, physically
and emotionally?
Talk about feelings: what feelings do we have, how can we express them?
Role Play several situations where students depict emotions and must work out how to express them, e.g.
Bob called John a mean name at recess time. What should John do?
Consolidate by discussing each scenario e.g. why might Bob be calling John a name?
**Technology link: Students work samples can be uploaded to the blog and student can caption it with a
sentence or 2 describing the change(s) that they think will happen to them.
Evaluation:

PDH

Early Stage 1

Week 8

I Am Special You are not alone

Outcomes:
- GDES1. 9 Identifies how people grow and change
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging

Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Do students show an understanding of the

impact of culture/religion/gender/nationality
on likes/dislikes and identity?

Do students show an understanding of

stereotypes?

Do students show acceptance of others

likes/dislikes and points of view?

Cross-curriculum Issues:

Printed (or drawn) pictures of students

favourite foods, colours, drinks, sports.

Multicultural education

Aboriginal education

String

Gender equity

Role Play scenarios

Technology education

Pencils

Environmental education

Computers & Blog (can be done later)

Teaching/Learning:
Students are standing and move about the room. Teacher calls out a list of things that students have/use/like
etc. Students must talk to each other to work out who has the same response as them, and then stand with
that person/those people.
The questions/categories can be open or closed categories, e.g. Find someone who likes the same TV show
as you, or Is your favourite colour red?
Discuss likes and dislikes, and why some people might like the things you dislike. Lightly introduce the
concepts of culture, religion, nationality and gender. Discuss the impacts these concepts might have on a
persons likes/dislikes, and lightly link to stereotypes will a girl always like the colour pink? etc.
Talk about differences being ok, and what to do about differences (i.e. dont argue or fight).
As a class, create a graph showing class responses. This can be done in MS Word to link in technology.
Discuss the results and what this shows about our class.
**Technology link: Create a poll on the blog which students can respond to, and which can then be
discussed as a class.
Evaluation:

PDH

Early Stage 1

Week 9

I Am Special Friendship and Personal Identity

Outcomes:
- GDES1. 9 Identifies how people grow and change
- COES1.1 Expresses feelings, needs and wants in
appropriate ways
- INES1.3 Relates well to others in work and play
situations
- DMES1.2 Identifies some options available when
making simple decisions
- V1 Refers to a sense of their own worth and dignity
- V3 Enjoys a sense of belonging
Resources:

Assessment:

Do students work cooperatively and

supportively in groups?

Are students able to imagine and describe

changes that may occur to them in the future?

Do students read clearly something they have

written in the Friendship Book?

Are students able to explain the reasons

behind their writing and ideas?

Cross-curriculum Issues:

A4 paper

Multicultural education

Glue

Aboriginal education

Pencils and colours

Gender equity

Friendship Books/Blogs

Technology education

IWB

Environmental education

Computers & Blog (can be done later)

Teaching/Learning:
As a class, discuss students hopes for their future: what job do they want to do, what will they be like? How
can they get to be this person? (work hard, be nice to others, etc.)
Students draw an image representing the person they want to be, captioning it with descriptions such as
happy, friendly, fireman etc.
Conclude the unit by sharing the Friendship Books/Blogs. Students may read something they wrote about
someone. Discuss the general ideas students wrote about (being nice, sharing, being funny, helping, learning
well, paying attention etc.). Link back to being an individual and students sense of personal identity.
Evaluation:

Love
www.k-3teacherresources.com

learnalberta.ca

www.techers.net

Parts of the Body Flashcards/Game Tiles

Retrieved from figure8.net