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|P.D, HEALTH AND P.E |

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|STAGE: EARLY STAGE ONE |CLASS:KINDERGARTEN |TERM: |

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|DURATION OF PROGRAM:9 SESSIONS |UNIT TITLE: USING OUR LEISURE TIME |

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|CONTENT STRANDS |UNIT DESCRIPTION |

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|ACTIVE LIFESTYLE |In this unit, the students will identify different ways in which they use their leisure time. They will |

| |recognise leisure activities that are beneficial to their health. The students will understand that |

|PERSONAL HEALTH CHOICES |leisure activities can promote positive relationships as well as a sense of physical and mental well |

| |being. They will participate in outdoor and indoor leisure activities. |

|INTERPERSONAL RELATIONSHIPS | |

| |This unit is 15 pages in length and includes some worksheets. |

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|SKILLS OUTCOMES |KNOWLEDGE AND UNDERSTANDING OUTCOMES |VALUES AND ATTITUDES OUTCOMES |

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|DM ES1.2 |AL ES1.6 |V 3 |

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|IN ES1.3 |IR ES1.11 |V 4 |

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|MO ES1.4 |PH ES1.12 |V 5 |

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|P.D, HEALTH AND P.E |

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|SESSION:ONE |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Show the students, two charts. One chart representing weekdays and |Discussion |

|IN ES1.3 |Contribute to class discussions and activities |the other chart representing weekends. Explain the charts. | |

| | |(see appendix) | |

| |Identify physical activities which they participate in on a | | |

|AL ES1.6 |regular basis |Explain to the students that we are going to think of how we use | |

| | |our time and fill in the 2 charts as a whole group. | |

| |Listen to the contributions made by his/her peers |Ask the students what they do before school and after school on the| |

|V 3 | |weekdays. Fill in the weekday chart. |Record how students use their time. |

| | |Ask the students to think of what they might do in the mornings and| |

| | |in the afternoons on the weekends. Fill in the chart. | |

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| | |Display for future reference. (See an example of what the charts | |

| | |may look like in the appendix.) | |

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| | |Ask the students to record something that they do before school, | |

| | |after school and on the weekends regularly. | |

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| | | |Students draw activities they do on a regular basis.|

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|P.D, HEALTH AND P.E |

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|SESSION:TWO |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Refer to the class charts completed in the previous session. |Review of last session and discussion of terms. |

|IN ES1.3 |Contribute to class discussions and activities |Introduce the concept of leisure or spare time and identify the | |

| | |activities on the chart that occur during spare time. | |

| |Sort leisure activities into groups | | |

|DM ES1.2 | |Ask the students to identify the activities on the chart that they | |

| |Suggest ways in which certain leisure activities are beneficial to|believe are good for us / bad for us. Give reasons. |Sort activities. |

| |our well being. | | |

|PH ES1.12 |Describe different leisure activities |Focus on the activities that are good for us. List these in 3 | |

| | |categories – sports, games and hobbies. Ask students to add to the | |

| |Recognise the social, emotional and physical benefits of leisure |list. | |

|AL ES1.6 |activities | | |

| | |Ask students why these are good for us. E.g.: social benefits, | |

| |Identify a leisure activity, which they enjoy participating in. |skills, health, fitness, enjoyment, relaxation. |Discussion about the benefits of some activities. |

|V 4 | | | |

| | |Students illustrate their favourite healthy leisure activity and | |

| | |write a sentence about why they enjoy it. |Illustrate and write about an activity. |

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|P.D, HEALTH AND P.E |

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|SESSION: THREE |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: |NB: Prior to this session, send home a questionnaire (see appendix)| |

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|IN ES1.3 |Share questionnaire responses with confidence |Record the questions from the questionnaire on the board. Read each| |

| | |one and ask the students to share the answers on their |Share questionnaire results and discuss. |

| |Discuss ways in which their family members use their leisure time |questionnaire. | |

|IR ES1.11 |together. | | |

| | |List the activities that the adults identified as their favourite | |

| |Contribute to the class construction of a graph |leisure time activity. Discuss the activities they do as a family. | |

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|V 3 | |Explain to the students that they are going to create a class graph| |

| | |of favourite leisure time activities. |Class graph of leisure time activities. |

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| | |Give each child a blank circle of paper – about 6cm in diameter. | |

| | |Ask them to draw the face of the person they interviewed on the | |

| | |circle. | |

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| | |Refer to the list of favourite leisure time activities. Read each | |

| | |one and create a picture graph using the faces. Display. | |

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|P.D, HEALTH AND P.E |

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|SESSION:FOUR |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Explain to the students that many of the leisure activities they |Discussion |

|DM ES1.2 |Identify activities that improve our health |have identified in previous sessions improve our fitness. Identify | |

| | |these activities. What are some other ways of keeping fit? | |

|AL ES1.6 |Recognise the benefits of being fit. | | |

| | |Ask the students: | |

|PH ES1.12 |Illustrate activities that they can choose in order to maintain a |Why do we want to keep fit? (to stay healthy) | |

| |healthy heart |How does fitness improve our health? (our heart, lungs, circulation| |

| | |benefit) |Identify benefits of being fit. |

|V 4 |Appreciate the need to choose activities which keep us healthy | | |

| | |Give each student a worksheet with an outline of a heart on it. Ask| |

| | |the students to record the heading “A Healthy Heart” and inside the| |

| | |heart, record ways of keeping their hearts healthy. | |

| | | |Illustrate ways of keeping fit. |

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|P.D, HEALTH AND P.E |

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|SESSION: FIVE |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: |NB: Prior to this session, set up a simple circuit of activities on| |

| | |the playground. Make sure the students have running shoes. | |

|MO ES1.4 |Demonstrate basic movement skills | | |

| | |Review the ways the students identified of keeping the heart | |

|IN ES1.3 |Take turns and play fairly |healthy. |Review ways of keeping the heart healthy |

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|AL ES1.6 |Participate in a circuit activity |Explain that they are going to participate in a fitness activity | |

| | |during this session as an example of keeping your heart healthy. |Explanation of circuit |

|V 5 |Enjoy participating in physical activities | | |

| | |Take students onto playground and explain the five circuit | |

| | |activities. See below. | |

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| | |As a whole group, do some stretching exercises to warm up. Divide | |

| | |students into five groups. Rotate around the circuit activities. |Stretching activities |

| | |Cool down exercises. |Participation in circuit |

| | | |Cool down exercises |

| | |Possible circuit activities include: | |

| | |• Skipping, | |

| | |• Jumping through hoops, | |

| | |• Running on the spot, | |

| | |• Weaving around witches’ hats, | |

| | |• Star jumps. | |

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|P.D, HEALTH AND P.E |

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|SESSION:SIX |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Brainstorm a list of sports and categorize them into sports played | |

|IN ES1.3 |Participate in class discussion |on own, with a partner, or with a group of people. |Brainstorm and categorise sports. |

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| |Work well with a peer on a task |Discuss the benefits of playing sports. These benefits may include:| |

| | |Exercise | |

|AL ES1.6 |Identify and sort different types of sporting activities |Fitness |Discuss benefits of sports. |

| | |Health | |

| |Recognise the health benefits of sporting activities |Socialising | |

| | |Sharing | |

|PH ES1.12 | |Healthy mind and body | |

| |Work cooperatively with a partner | | |

| | |With a partner, students cut out pictures from magazines that show | |

|V 3 | |people involved in sporting activities. Paste them on a sheet of | |

| | |art paper and label. | |

| | | |Cut sporting pictures from a magazine and label. |

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|P.D, HEALTH AND P.E |

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|SESSION:SEVEN |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |NB: Prior to this session, ask students to bring in any photos that| |

|IN ES1.3 |Identify special clubs/teams that they are involved in. |they may have of themselves, their family members or their sporting| |

| | |heroes in a team photo. | |

| |Recognise good feelings associated with being a member of a | | |

|IR ES1.11 |sporting club or team |Review the list of sports from the previous session and the | |

| | |benefits of playing a sport. |Review of previous session. |

| |Appreciate the importance of belonging to groups | | |

|V 3 | |Brainstorm clubs/teams that students are involved in or would like | |

| | |to become involved. List. | |

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| | |Share the photographs the students have brought in. |Discuss sporting teams/clubs and share photographs. |

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| | |Ask the students what is good about belonging to a team – focus on | |

| | |interpersonal relationships. Discuss the positive feelings | |

| | |associated with being a team member. |Discuss benefits of being a team member. |

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| | |Students illustrate themselves in a sporting team. | |

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| | | |Illustrate |

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|P.D, HEALTH AND P.E |

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|SESSION:EIGHT |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Brainstorm a list of indoor games and activities. |Brainstorm indoor games/activities |

|DM ES1.2 |Identify rules for playing fairly | | |

| | |Ask the students what is good about playing games and puzzles with | |

|IR ES1.11 |Discuss the social benefits of playing indoor games |others – focus on positive relationships and skills developed. |Discuss benefits of indoor activities |

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| |Recognise the skills they can develop through indoor |What are some important things to remember about playing games? | |

|AL ES1.6 |games/activities |Suggestions may include: | |

| | |• Playing by the rules | |

| |Appreciate positive relationships |• Taking turns | |

|V 3 | |• Sharing | |

| | |• Being a good sport | |

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| | |Students record a rule for playing fairly and illustrate it. | |

| | | |Record and illustrate rules of playing fairly |

| | |Explain to the students that during the next PDHPE session, they | |

| | |will have an opportunity to play a game with a partner or a group | |

| | |of friends. Send home a note to parents, asking them to send a | |

| | |puzzle or game, clearly labelled, to school for the next session. |Preview next session |

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|P.D, HEALTH AND P.E |

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|SESSION:NINE |

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|OUTCOMES |INDICATORS |MODELLING |LEARNING EXPERIENCE |

| |The students may, for example: | | |

| | |Review the list of rules the students brainstormed in the previous | |

|IN ES1.3 |Observe the rules discussed when playing indoor games/puzzles |session about playing indoor games and puzzles. |Review previous session |

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| |Play fairly |Students get into friendship groups and share the games they have | |

|IR ES1.11 | |brought in. | |

| |Enjoy the experience of playing with his/her peers | |Play indoor games |

|V 3 | |If time, share some of the games with the class. Ask each pair what| |

| | |they learned about the other’s game. | |

| | | |Discuss |

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|P.D, HEALTH AND P.E |

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|POSSIBLE ASSESSMENT STRATEGIES |

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|• Anecdotal records |

|• Outcomes based checklist |

|• Analyse sample of work |

|• Student self assessment |

|• Photographs and DVDs |

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|RESOURCES |WEB LINKS |EVALUATION |

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|• Teacher prepared worksheets | | |

|• Art/craft material for class graph | | |

|• Sporting equipment | | |

|• Games/puzzles | | |

|• Magazines | | |

|• Photographs and posters of sporting teams | | |

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APPENDIX

WEEKDAYS

| |MON |TUES |WED |THURS |FRI |

|Before school | | | | | |

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|School time |

|After school | | | | | |

WEEKENDS

| |SATURDAY |SUNDAY |

|MORNING | | |

|AFTERNOON | | |

This is only an example of what the charts may look like after they have been filled in.

WEEKDAYS

| |MON |TUES |WED |THURS |FRI |

|Before school |Watch TV |Watch TV |Watch TV |Watch TV |Watch TV |

| |Get ready for school |Get ready for school |Get ready for school |Get ready for school |Get ready for school |

| |Breakfast |Breakfast |Breakfast |Breakfast |Breakfast |

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|School time |

|After school |Soccer |Play at my friend’s |Watch TV |Ballet |Drama class |

| |Dinner |house |Dinner |Dinner |Dinner |

| |Bath |Dinner |Bath |Bath |Bath |

| |bed |Bath |bed |bed |bed |

| | |bed | | | |

WEEKENDS

| |SATURDAY |SUNDAY |

|MORNING |Soccer game |Visit Grandma |

| |Shopping | |

|AFTERNOON |Play outside |Family outing – to the beach |

| |Play Nintendo game | |

PARENT QUESTIONNAIRE

Dear _________________,

Our class is learning all about leisure time in PDHPE.

We would like to ask you some questions about what you like to do in your leisure time.

1. What is your favourite leisure time activity? _________________________

2. How often do you do this activity? _________________________________

3. Why do you enjoy this activity? __________________________________________________________________________________________________________________________

4. Is this leisure activity good for keeping your body healthy? How?

__________________________________________________________________________________________________________________________

Thank you for helping us,

____________________

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