Year+3+PE

Year 3 || =Sweet dance=
 * PE


 * Information ||

Objective
• To create a short dance linking strong body shapes together using a simple dance structure

Prior learning
To benefit from this lesson, children should: • have had experience of making body shapes in response to different types of music; • have some knowledge of possible linking movements.

Vocabulary
sequence, speed, jerky, smooth

Resources
• data projector and large screen or interactive whiteboard linked to a laptop • software for displaying digital images, for example word processing or presentation software (in this Example, //PowerPoint//) • pictures of sweets and vocabulary (in a slide show using presentation software) • digital camera • digital video camera • CD or tape player • a selection of short, contrasting music extracts

ICT skills needed by teachers
To teach this lesson, teachers need to know how to: • create a slide show using presentation software; • use a digital camera and video recorder; • display digital photographs and video footage via a data projector.

Preparation for this lesson
For the warm-up you need two contrasting pieces of music, for example one that is fast and jerky and one that is slower and smooth. For the main activity you will need at least two more contrasting extra pieces of music. Use presentation software to create a slide show of different looking sweets that children have tasted before the lesson. You might include chewy, fizzy and boiled sweets for example.


 * Lesson extract ||

Warm-up
Ask the children to dance to two short contrasting pieces of music, using different parts of their bodies. When the music stops ask the children to freeze in their shapes. Take pictures of good shapes that the children have made and show them via the data projector. Q What words would you use to describe these shapes? Q Why did you think this child made that shape in response to this piece of music?

Main activity
Look at the slide show and discuss the sweets that the children tried. Q What words would you say describe these sweets? Listen to some of the music and ask the children to vote on which piece they think goes with which sweet. Play each piece of music and ask the children to dance to it thinking about that sweet and what part of their body they are dancing with and at what level they are dancing. When the music stops they should freeze in a strong shape. Take digital pictures of good shapes. Show three pictures of the shapes that children have made. Ask the children to copy these shapes. Show the children how these three shapes could be linked to form a dance sequence, for example with a twist, jump or roll. Ask the children to work in pairs to make three strong shapes and then to link them together with two movements. Record some of the children doing their dances.

Plenary
Show the children the video of their dances. Q How did they link their shapes? Q What did you like about the dances? Q Was anything that you would like to improve on next time?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Unit 8: Dance activities (3)

Context of this lesson
This would be an early lesson in a unit of work. The dances recorded in this lesson could be used to introduce the next lesson. The whole class could copy one of the dances.

Subject links
Children could create pieces of music to go with their dances. They could also make collages in art lessons using sweets and wrappers, or create a presentation slide show in ICT to use as a background to their performance.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Video technology allows pupils or teachers to record, replay, evaluate and improve sequences of movement or personal performances.

Year 3 || =Balance=
 * PE


 * Information ||

Objectives
• To perform balances with control and body tension • To practise and refine quality of movement when performing balances • To use appropriate language to assess quality of movement • To link a range of movements into a sequence

Prior learning
To benefit from this lesson, children should: • have had experience of performing balances; • know the importance of holding a balance for three seconds, a strong tense body and quality of movement.

Vocabulary
balances on small body parts (such as front rest, back support, v-sit), quality of movement; tension; travelling, roll, strong tense body, natural flow

Resources
• data projector or interactive whiteboard linked to a laptop • digital camera • software for displaying digital images, for example word processing or presentation software (in this Example, //PowerPoint//)

ICT skills needed by teachers
To teach this lesson, teachers need to know how to: • use a digital camera.

Preparation for this lesson
In the previous lesson, you or the children need to take some photographs of a variety of balances. Transfer these to the laptop ready to display them in this lesson.


 * Lesson extract ||

Introduction
Tell the children that in this lesson they will continue to investigate balances and move on to create sequences that will include changes of level and speed. Q What makes a good balance? (holding the balance for three seconds; strong, tense body; quality of movement) Show the digital photographs taken in the previous lesson. Q What’s good about these balances? Q How could they be improved? Encourage the children to use appropriate language, such as improving body tension, body to be perfectly straight, head in line with rest of body. If you are using an interactive whiteboard, annotate pictures with good features and suggested improvements.

Warm-up
Ask the children to travel around and, on command, change the way of travelling, e.g. jumping or hopping. Emphasise the quality of movement. Lead the children through a series of stretches. Q Why do we stretch after the warm-up? Discuss the importance of protecting our muscles.

Main activity
Ask the children to run in and around each other and on your command stop in a balance. Emphasise the importance of a strong tense body. Point out any good examples. Discuss how the children might link two balances together with movements to form a short sequence. Q How can you link together two balances, a jump and a roll? Emphasise natural flow. Q How can you roll and push into a balance position? Ask the children to experiment in pairs. Ask one child to watch the other, checking for key points. As they experiment, take digital photographs of the balances of different children, or ask some children to photograph their partners. Ask a few children to demonstrate their sequences to the rest of the class. Emphasise smooth lines, and a strong tense body. Make sure that the children do not add superfluous movements. Now ask the children to create a sequence that includes changes of level and speed – they must include a roll, jump and balance, and some travelling.

Plenary
Ask some children to demonstrate their sequences. Discuss natural flow and superfluous movements. Using digital photographs, compare ‘before’ (from the previous lesson) and ‘after’ (from the lesson) balances. Q How are the balances better? Help the children to describe the improvements using appropriate language. Ask the children to discuss in pairs their own performance, explaining improvement and using appropriate language.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA PE Unit 14: Gymnastic activities 3

Context of this lesson
This lesson should follow a lesson on performing balances, and could move on to focus more on linking together a series of movements. You could use a digital video camera to capture their sequences, focusing on smooth linking of the balances and movements. You could also use a digital camera or video camera to identify problems, e.g. to show the different stages of a forward roll, focusing on the importance of safety, protecting the back and neck. It would be helpful to show a very good performance by a child, breaking it down into different stages. Use the slow play and pause facilities to focus on actions and parts of movements. Video extracts or photographs could be used to show how sequences can be developed using a range of low and high apparatus.

Subject links
You could make useful links to the Primary National Strategy //Speaking and Listening// materials.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Video technology allows pupils or teachers to record, replay, evaluate and improve sequences of movement or personal performances.

PE Year 3 || =Athletics: jumping=

Information ||

Objective
• To improve jumping techniques

Prior learning
To benefit from this lesson, children should: • have had some experience of jumping in a range of different ways.

Vocabulary
landing, drive forward, different jumps: two feet onto two feet, two feet onto one foot, one foot onto two feet

Resources
• data projector or interactive whiteboard linked to a laptop • software for displaying digital images, for example word processing or presentation software (in this Example, //PowerPoint//) • video player • digital video camera • video of elite athlete or older pupil jumping

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital video camera and display the footage on an interactive whiteboard or screen.

Preparation for this lesson
For this lesson you will need a video of an elite athlete jumping. Alternatively, make a film of an older child jumping.

Lesson extract ||

Warm-up
Ask children to move around looking for spaces. When you shout the number 1 they should jump as high as they can, when you shout the number 2 they should jump as far forward as they can, and when you shout 3 they should do three star jumps.

Main activity
Explain to the children that they are going to look at a video of an athlete (or older child) so that they can identify the techniques that have been used. Then they will try to use the techniques to improve their own jumping. Show children the video. Q What did the athlete do with his/her arms? Ask the children to mimic this arm movement. Q What did the athlete do with his/her legs? Q What else do you think athlete did? Q Did the athlete take off from one foot or both feet? Q How many feet did the athlete land on? Use the still image facility on the interactive whiteboard (or pause facility if using a normal screen) to identify key points about the use of arms, legs and head. Point out that the head is focused and forward, and that the arms and legs drive forward. Ask the children to find a space, to put their hands behind their backs and have a go at jumping. They should then try again this time using their arms. Q Which was easier? Using your arms or not using your arms? Now ask the children to then try jumping with their legs straight. Then they should try with their legs bent on lift-off and landing. Q Which helped you to jump higher? This time ask the children to jump with their heads looking at the ground, and then to try jumping looking straight ahead. Q Which one did you find more difficult? Now ask the children to try jumping from two feet onto two feet, two feet onto one foot, then one foot to two feet. Q Which way helped you to jump further? Agree that jumping from one foot onto two feet was most helpful. Split the class into five groups. Each group should have a go at running up and then jumping from one foot and landing on two feet. Use a digital video camera to film a range of children running up and jumping. (If available, a teaching assistant could do this for you, or a child in each group.)

Plenary
Play back some of the video of the children and show again the video footage of the athlete or older child. Ask the children to compare their technique to that of the athlete or older child. Q What are you doing that is the same as the example in the video? Q What are you doing that is different? Q What would you need to concentrate on to be more like the example?

Next steps
The video of the children’s jumps could be used to start the next lesson where the children are given a chance to improve and then to try jumping into a long jump pit.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA PE Unit 17: Athletic activities (1) QCA PE [|Unit 18: Athletic activities (2)]

Subject links
Possible links could be made to measuring and data handling in mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Video technology allows pupils or teachers to record, replay, evaluate and improve sequences of movement or personal performances both from the class and of experts to demonstrate good practice. Using the still image facility helps to focus attention on particular points in a whole action.