Unit Plan HMB 037
...velopment Cooperation and communication: Looking at interpersonal skills including expressing feelings, emotions and ideas and making decisions and solving problems and making decisions and problem solving. What Students Know, Need to Know and Can do: Strand Core Learning Outcomes What Students Know What do students need to know? Promoting the Health of Individuals and Communities (SOSE, Art) 2.5 Students recommend ways they can care for their environments to promote and protect their health. (SOSE, Art) Basic nutrition Basic impact of eating behaviours on wellbeing. Have studied pollution in previous class Ways to care for the environment Establishing the problems Establishing solutions at home, school outer community. Ways to care for personal health Effective nutrition How to work out dietary needs Developing Concepts and Skills for Physical activity 2.1 Students demonstrate simple combinations of locomotor and non-locomotor skills. 2.2 Students demonstrate basic movement skills using equipment in play and simple games. Basic throwing and catching skills Expectations of them during team sports (correct behaviour) How to follow prompts from teachers How to apply locomotor and non-locomotor skills to games How to pass, dribble and tackle a ball in soccer How to pass, pivot, and score a goal in netball The basic rules of the games How to follow instructions Establishing the skills prior to activity Safety and behaviour associated with play and games Enhancing Personal development (English) D2.5 Students explain why there are particular rules about what is right or wrong, and about good or bad behaviour for different groups and situations. (English) Expected behaviour from previous outdoor activities The rules and behaviours expected of them for all activities inside and outside the classroom Establishing what the teacher wants in terms of group and individual working attitudes How to make sure students are relating these behaviours- a star chart for good behaviour as an example. *Any words written in brackets are referring to the Cross Curricular KLAs Unit Activities (inquiry approach): * Words in brackets are referring to cross curricular KLAS Phase Weeks Activity (Cross curricular KLA) Focus Questions Understanding One week (Total time: four hours) 1. Students partake in brainstorming activity to establish information regarding their environment, how to care for it and what they personally can do. (English) 2. The students complete a two part activity looking at their health in terms of what they should eat, what is good for their bodies and alternatively what is bad for their bodies. They will use two handouts to complete this section. 3. The students will be given the activity to carry through the unit which will enable them to keep a personal food diary to refer to and to compare to the healthy eating they do at home and at school. 4. From the brainstorming the students will go through the answers and edit them to use the information they most like and that fits the message they are trying to get across. The students go through the information and work out anything extra they could add or things they could subtract. The students need to be aware of the nature of the task which is to promote environmental care and personal nutritional care. 5. Students also make posters illustrating behaviour in the classroom, they create posters illustrating behaviour that is good and alternatively behaviour that is bad. This will include diagram and drawings and will be displayed and discussed with the class. What is the environment? How can we care for the environment? What are your attitudes and feelings towards this issue? What can you do at home, school, community? What ways can you think of to help the environment? What things in the environment affect your health? What kinds of foods are good for your body? What kinds of foods are bad for your body? What other things besides diet should people do to be healthy? What kind of behaviour should you display in the classroom? What is good and bad behaviour? Planning One week (Total time: four hours) Oval time: two hours 1. Students will address the environmental problems in their school or community, they will create a plan to solve the problem and design a way to carry it out effectively through the creation of a community brochure. 2. The students will gather information regarding the environmental influences of the school grounds and compile it to come up with an affective action plan. 3. Students will work together in small groups then followed by working together in a class group to decide on an effective plan a successful clean up. Practical: 4. On the oval the students will be introduced to the skills involved in soccer. This will include basis kicking, running and passing and defending skills. Progressively through the week the students will go from basic skills for one day, What information should be included in the brochure? What is the target audience? What kinds of things do we want to tell the community to do? How could we illustrate good cleaning measures? What should the illustrations be? What should the main message be? Practical: Who knows how to stand and kick a ball? How should you stand? How is passing done? Acting One week (Total time: three hours) Oval: Two hours 1. The students will work in small groups to create the brochure for the community. Each group being allocated a section to complete while all students encouraged voicing their opinions on everything ranging from colour schemes, layout to the information structure and presentation. 2. Students come together with their group ideas and present them to the class, allowing time for input by the peers and a chance for students to agree or disagree with the decisions the group has made. 3. The final drafts of each section should be completed followed by another display for the class in order for all students to see their agreed upon work. The drafts will be looked over by the teacher to double check the content and message. The students will also spend a limited time on creating the visual aids for the brochure, including the pictures and photos graphs they wish to include, this could be accomplished through a vote. Practical: 4. Students spend time on the netball courts working on their basic netball skills and understanding of the rules of the game. This is followed by a lesson later in the week which looks at a mock game of netball and games in which the basic skills can be applied including team ball games (leader ball etc), passing drills and dodge ball. The students will also play a short game of netball using their new skills and the basic understanding of the game. What kinds of things need to be included in the brochure? How can you get the point across using visual images and colour? What kind of images would be good for this brochure? How has everyone on the group decided on this idea? What conclusion did you all reach in terms of a decisions for your section? Practical: What are the basic rules in netball? What should you remember when throwing the ball in netball? How should you behave during a team sport? Reflecting One week (Total time: four hours) 1. Students compile the information they have chosen to include in the brochure and join it in the brochure format. Including the images that the students choose the brochure is compile and printed. 2. From this the students fill in a handout summarising what they have learnt and the knowledge they have gained throughout the activity. This activity will be completed for the brochure unit as well as the physical activity unit. 3. Each of the handouts will be handed in to be filed into the students personal work. 4. The students are given the opportunity to distribute the brochure in the school community around the grounds and in the office or go with their parents to drop in letter boxes in the area. 5. The class will have a group discussion touching on the weeks events, including what the students thought of the activity, what they have learnt, how the distribution of the brochures went, how they feel about what they accomplished. What kind of format should be used in compiling the information? What kind of font and letter size should be used? What have you learnt from this activity? What did you already know? Is there still anything you would like to know? How did people respond to the brochures we handed out? At school? In the community? Do you think this had a positive affect on the community? Have you thought of other ways to address and educated people on this problem? Social justice principles: Principle How the unit as a whole promotes the principles for students In which activities do students develop an understanding of the principle Promoting Equity Providing the class with activities that are racially and ethnically diverse, cover the pollution problems throughout the world. Encourage team work and working in diverse groups Cover a range of literacys and media to research Encourage group positions so that all students are able to take on roles in the group to ensure all students involvement. 1. Through activities including the team ball games, the group discussion regarding the environment and personal health. 2. Students also display these principles during relating to their peers in activities. 3. Students take part in group discussions and decisions Acknowledging diversity Introducing simple games and play time covering different cultures (drawing on cultures for inspiration) Creating an environment where cultural skills and talents of all students contribute to a successful classroom. Providing games and team sports inclusive to all students in the class. 1. The activities that include the learning the basic skills of netball and soccer inclusive of kicking, passing, blocking, tackling and running with the ball. 2. The students will progress to team sports as well as mock games of soccer and netball. Providing a supportive environment Developing personal and interpersonal skills needed to function in a range of groups and settings To ensure all children are given the opportunity to learn and play without interference from other students. Developing strategies to promote personal relationships 1. Through interactivity, participation and engagement in activities students will experience a supportive environment 2. Students work together in small groups and as a whole in deciding wh...