Lesson Plans A1

Emma French - 21241233 EDPR3002 Reid Hamilton Lesson Plan 1 Students in year 2 fall in the preoperational stage of cognitive development as described by Jean Piaget (Cherry, 2022). This means students will begin to think symbolically and learn to use words and images to symbolise objects. At this stage, students learn through acting things out (Cherry, 2022). although students are unable to use logic, transform, combine, or separate ideas (Piaget, 1951, 1952). This lesson plan provides students opportunities to use their newfound knowledge in a roleplay situation where they might feel unsafe, as well as using worksheets to help connect words and feelings to that situation and how to react to keep themselves safe. Responding to unsafe situations Date/Time: 8 th February 2023, 10:00 am – 10:55am Learning area(s) : Health and Physical Education (HPE) Year(s) : 2 Learning objectives By the end of this lesson students should be able to: - identify Safe and unsafe situations - Understand their body clues - Identify how to respond to unsafe situations Curriculum links ACPPS022 - Explore actions that help make the classroom a healthy, safe, and active place  ACPPS017 - Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem, or situation  ACPPS018 - Recognise situations and opportunities to promote health, safety, and wellbeing  Prior knowledge ACPPS022 - Explore actions that help make the classroom a healthy, safe, and active place  ACPPS017 - Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem, or situation  ACPPS018 - Recognise situations and opportunities to promote health, safety, and wellbeing  Resources Work sheet 1: recognise when I feel unsafe DMF_React_if_I_feel_unsafe (danielmorcombe.com.au) Worksheet 2: recognising body clues DMF_Recognise_my_body_clues_GP 1 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton (danielmorcombe.com.au) Worksheet 3: my safety network DMF_Report_Safety_Network (danielmorcombe.com.au) Video 1: Making a safety network Prep to year 3 | Making a safety network (youtube.com) Introduction Time: 5 minutes - Put on some calming music and get students slowly breathe in and out. There are videos on YouTube that gives a visual on when to breathe in and breathe out to begin to relax, that would help students understand when to breathe to have something to focus on. Body of the lesson Time: 10 minutes - mind map on the whiteboard and ask students what they could do if they feel unsafe or can see an unsafe situation. - Provide students with worksheet 1. Discuss ways to react when feeling unsafe. Time: 10 minutes “let’s try and figure out how to identify what feelings our bodies might give us when we are feeling unsafe”. FQ: - how might someone feel; if they’ve been lost at the shops; what clues would their body give them when feeling unsafe? - How would their bodies feel if a stranger approached them and asked them to go with them; what signs might their bodies give them it is unsafe? Time: 10 Minutes Provide students with worksheet 2. Ask students to draw using coloured pencils on certain body parts that may clue to them feeling unsafe, for example sweaty hands. They might list other body clues that are not on the sheet, for example, quick breathing, eyes opening wide/ closing shut, or shaking. Time: 10 minutes “When we are receiving body clues that we are unsafe, it is 2 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton Lesson Plan 2 Students in year 4 fall in the Concrete Operational Stage of cognitive development as described by Jean Piaget (Cherry, 2022). This means students will begin to think logically and to begin to understand the concept of conservation. At this stage, students although begin grasping the concepts of logic, children still struggle with hypothetical ideas (Cherry, 2022). This developmental stage was described by Piaget (1954) to be a major turning point in their cognitive development (Mcleod, 2018). This lesson plan incorporates activities for students to think logically about staying healthy and eating healthy, make logical decisions about their food choices and which would benefit them the most. Healthy Eating Date/Time: 12 th March 2023, 2:00pm – 2:55pm Learning area(s) : Health and physical Education (HPE) Year(s) : 4 Learning objectives By the end of this lesson students should be able to: - Explore options to promote healthy eating, identify always and sometimes food - develop understanding, knowledge, and skills about creating a healthier school environment - develop decision-making skills and self-confidence in the health-related areas of their lives Curriculum links ACPPS040 - Describe strategies to make the classroom and playground healthy, safe and active spaces  ACPPS036 - Identify and practise strategies to promote health, safety and wellbeing  Prior knowledge ACPPS040 - Describe strategies to make the classroom and playground healthy, safe and active spaces  ACPPS036 - Identify and practise strategies to promote health, safety and wellbeing  Resources - flash cards of food items - food group pyramid - pictures of sometimes food - Australian guide to healthy eating poster 4 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton Introduction Time: 10 minutes - Brainstorm with students on the whiteboard about what they think health / healthy means? E.g. being unwell, having lots of energy. - Ask students how they believe they can remain healthy? E.g. eating healthy, exercising, socialising. Body of the lesson Time: 25 minutes Background into nutrition: - Show Food group pyramid and explain the food groups and why they are separated the way they are. 5 groups made up of everyday foods, we should eat a variety from those groups and drink plenty of water. - Discuss grains, e.g. wheat, oats, rice and corn. Gives energy, fibre and vitamins. Ask students to identify if they have eaten any grain foods. - Discuss fruits, e.g. apples, pears, bananas, berries, citrus. Full of vitamins, boosts immune system, fibre. Ask students their favourite fruit, why? - Discuss vegetables, e.g. broccoli, potato, carrot, beetroot etc. contains vitamins to help our bodies. Grown around Australia, comes from different parts of the plant. Ask students their favourite vegetable. - Discuss meat, e.g. chicken, beef, lamb, fish. Some people prefer meat alternatives e.g. tofu, eggs, nuts, seeds, legumes. Both great sources for protein to help build muscles, iron to give energy. Ask students did you eat any meat / alternatives for dinner last night? - Discuss dairy and alternatives e.g. milk, cheese, yoghurt, soy/rice/oat milk. Contain, protein for muscle growth and calcium for teeth and bones. Cream, butter, ice cream contain minimal nutrition and high in fats and sugar, therefore making them a sometimes food. Ask students if they had any dairy products that day? - Have a variety of foods daily. Foods from different groups 5 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton Lesson Plan 3 Students in year 6 fall in the Formal Operational Stage of Cognitive Development as described by Jean Piaget (Cherry, 2022). This final stage in Piaget’s theory explains students of this age have an increase understanding in logic, and abstract ideas. Children at this age can think more scientifically and are capable to see many possible solutions to problems (Cherry, 2022). This lesson has chances for students to think of coming up with multiple ways to benefit their wellbeing and mental health. This is an important lesson for students before entering high school to ensure they have a list of things they can do when they are feeling overwhelmed, to ensure they look after their mental health and wellbeing. Mental Health and Wellbeing (MH) Date/Time: 7 th March 2024, 9:15am-10:05am Learning area(s) : Health and Physical Education Year(s) : 6 Learning objectives Students should be able to: - Explain what mental health and well-being means, - Explain the link between physical and mental wellbeing, - Know positive strategies for managing emotions and benefitting their wellbeing Curriculum links ACPPS053- Investigate   community  resources and ways to seek help about  health ,  safety,  and  wellbeing   ACPPS054- Plan and practise strategies to promote  health ,  safety,  and  wellbeing   Prior knowledge ACPPS053- Investigate   community  resources and ways to seek help about  health ,  safety,  and  wellbeing   ACPPS054- Plan and practise strategies to promote  health ,  safety,  and  wellbeing   Resources - Wellbeing activity booklet with ideas to help students with their wellbeing: Wellbeing activities booklet (education.qld.gov.au) - Highlighters - Video- What is Mental Health? | Mental Health Explained for Children aged 5+ | Online Lesson Available (youtube.com) Introduction Time: 5 minutes Meditation time with calming music to help students calm down before getting into the lesson. 7 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton Body of the lesson Time: 5 minutes Watch the ‘what is mental health’ video on YouTube. Time: 10 minutes - Brainstorm with students on the whiteboard on ideas from the video, what they think mental health and wellbeing is, and what are some things they can do to improve their mental health and wellbeing. Time: 20 minutes - Mental health can be influenced by biological, psychological, social, and environmental factors. - E.g. structural factors: safe living, education, free from discrimination and violence - Community factors: diversity, sense of belonging, social support - Individual factors: manage thoughts, cope with stress, communication, and social skills. - Tips for mental health and wellbeing - Get heaps of sleep and rest - Do things you enjoy - Remain active and eat well - Work on your confidence - Work on friendships and remain connected to others - Set realistic goals - Remember to reach out whenever you need help. FQ: what do you think are some things that could negatively affect your mental health / wellbeing? What can we do if we find ourselves in that situation. Concluding the lesson Time: 10 minutes Using the workbook provided highlight some activities you might use to benefit your wellbeing, or some you may advice others to do when they aren’t feeling their best. Evaluation/Follow up Did the students understand the lesson? Were the content descriptors adequately covered? 8 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton Responding to Unsafe Situations Rubric (Year 2) Assessment criteria Needs Improvement Sound Good Great Excellent ACPPS022 – Explore actions that help make the classroom a healthy, safe, and active place  I did not show actions to help make the classroom a healthy and safe place I showed one way to make the classroom a healthy and safe place I showed two ways to make the classroom a healthy and safe place I showed three ways to make the classroom a healthy and safe place I showed four ways to make the classroom a healthy and safe place ACPPS017 – Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem, or situation  I did not show any strategies I can use in an unsafe situation I showed one strategy I can use in an unsafe situation I showed two strategies I can use in an unsafe situation I showed three strategies I can use in an unsafe situation I showed four strategies I can use in an unsafe situation ACPPS018 – Recognise situations and opportunities to promote health,  safety, and wellbeing  I did not acknowledge situations or opportunities to promote health, safety, and wellbeing I recognised one opportunity to promote health, safety, and wellbeing I recognised two opportunities to promote health, safety, and wellbeing I recognised three opportunities to promote health, safety, and wellbeing I recognised four opportunities to promote health, safety, and wellbeing 10 | P a g e

Emma French - 21241233 EDPR3002 Reid Hamilton References Cherry, K. (2022). Piaget’s 4 Stages of Cognitive Development Explained. Verywell Mind. https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457 Franki. (2014, September 21). Healthy Eating and Lifestyle Choices - A Health Lesson Plan for Years 3/4. Australian Curriculum Lessons. https://www.australiancurriculumlessons.com.au/2014/09/22/healthy-eating-lifestyle- choices-health-lesson-plan-years-34/ Good for Kids. (2021). Healthy Eating Lesson Plans | Good for Kids, Good for Life. Www.goodforkids.nsw.gov.au. https://www.goodforkids.nsw.gov.au/primary- schools/swap-it/healthy-eating-lesson-plans/ Keeping Kids Safe Resources | The Daniel Morcombe Foundation. (2022). Daniel Morcombe Foundation. https://danielmorcombe.com.au/keeping-kids-safe-resources/ Mcleod, S. (2018, January 14). Concrete operational stage. Simplypsychology.org. https://www.simplypsychology.org/concrete-operational.html Piaget, J. (1929). The child’s concept of the world. Londres, Routldge & Kegan Paul. Piaget, J. (1951). Egocentric thought and sociocentric thought. J. Piaget, Sociological studies, 270-286. Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press. Piaget, J. (1954). The development of object concept (M. Cook, Trans.). In J. Piaget & M. Cook (Trans.), The construction of reality in the child (pp. 3-96) . New York, NY, US: Basic Books. Understanding mental health and wellbeing . (2023). Everymind. https://everymind.org.au/understanding-mental-health/mental-health/understanding- mental-health-and-wellbeing 11 | P a g e