ࡱ> QSP 9Fbjbj .Lee-'t t & 0008h$,0',:(P+++++++$A.0:+9   ++"""!+"+""Vb*T*p&!* n++0',*0-1!-1*-1*|"++"',-1t : Cross-curricular physical activities Mathematics Measurement What are some of the ways to measure things in the playground without using a measuring instrument? For example, estimate the length of the netball court then measure it in paces. Discuss why your measurement might be different from your friends. Estimate the time it would take to run around the school building or the field. Then do it. How close is it to your estimate? Estimate how far you can walk in two minutes. Now do it. How long did it take? Try the same walk on another day. Can you walk any further in two minutes than you did last time? Compare your results. Turn them into a graph. Follow directions to move or walk towards northwest, northeast, southwest and southeast as well as north, south, east and west. How many times does your heart pump each minute when you are resting? Run around for five minutes and then count how many times your heart pumps in one minute. What do you notice? List the things you would do if you had five minutes of free time? Now, try and do all those things within five minutes. How much did you get done? Did you overestimate or underestimate what could be achieved? How many times can you take your shoes and socks on and off in one minute? How many hops make a metre? Can you stretch your legs or arms for one metre? Can you jump one metre in the sand? How long can you hold one kilo of weight in one outstretched hand? Pass a ball around a circle. Call out counting patterns as you pass (e.g. multiples of two, five and seven). When the teacher calls stop reverse the direction. If you get good at this you can introduce a second ball, and try to catch up to the first ball. How many lengths can you swim in two minutes? Number Skip and count in twos, fives, sevens and tens. Clap/dance/skip times table songs. Estimate then check: how many times can you clap your hands, tap your foot or blink your eyes in 15 seconds? Make large number cards (zero to nine) to wear. Can you make 27? Get a partner. What is the biggest, smallest number you can make with your partner? Geometry Use your body to make a circle. See if you can make a square with a partner. How many different body shapes can you make on your own, in pairs, or in groups? How can you change your body shape by stretching, twisting or bending? Walk or skip around different shapes drawn on the concrete. Throw a ball in the air and describe its flight path. Try to make the same flight path a number of times. Do different dance routines in clockwise and anticlockwise directions. Statistics Walk around the school and collect objects. Count them. Divide them into categories. Display and discuss the results. Gather data and display in activity graphs, e.g. number of step-ups that different students can do in one minute, compare pedometer measurements. Algebra What patterns can you make by using physical activity? Try jumping, twisting, walking backwards. Work out a pattern and teach it to a partner. Science Walk around the school and find examples of weathering and erosion caused by peoples actions (e.g. at popular meeting points and on tracks across banks or grassed areas). Climb a hill or explore places in the local area to observe erosion. Make a map or list of the areas and add explanations of the causes of weathering and the effects. At the beach: find as many different types of living things as possible. Sketch these and classify them into types of living things. While the beach may seem barren at first, see what you can find under rocks or logs and by digging in the sand. Bounce balls from different heights. How high or low do they bounce? Why? Investigate the effect of different wheels on the speed of a skateboard. In the swimming pool Experiment with floating and sinking objects. Predict which objects will float and which will sink. Dive to the bottom and get the ones that sink. Use objects such as empty ice cream containers, pieces of polystyrene, a plastic bottle filled with water, or an empty drink bottle. Tips Check out  HYPERLINK "http://health.tki.org.nz/Key-collections/Curriculum-in-action/Bubbles-to-buoyancy" Aquatic Education Years 1-3 Bubbles to Buoyancy in the Curriculum in Action series online at  HYPERLINK "http://health.tki.org.nz/Key-collections/Curriculum-in-action/" health.tki.org.nz. English Written language writing Complete a physical activity such as riding a bike or scooter, shooting a goal or skipping with a partner. Then write instructions about how to do it, or explain how to do it by giving instructions. Writing directions. Explore ways to get from the classroom to a set place in the school such as from the classroom to the top of the fort. Write directions on how to get there and get a partner to follow the directions. Are they successful? What needs to be more clearly explained? Create a dance. Types of dance could include line dance, tap dance, break-dance or folk dance. Write instructions or create action cards with diagrams of the steps used to form the dance. Use active writing methods, e.g. water/chalk on concrete. Use large alphabet mats to jump on or a keyboard painted on concrete for letter and sound recognition to spell words, practise letter formation etc. Written language reading Teacher reads most of a suitable text such as a fairy tale. Even though the end of the story may be known, work in small co-operative groups to develop a new/different ending to the story using as much physical activity as possible. Students act out their endings to the class. Actions to show understanding use physical actions at appropriate times to show understanding of some language features of a text: Jump on the spot five times when you come to a verb. Hop on your left foot when you find a comma. Clap under your legs when you come across speech marks. Teachers note: This activity can be done with small groups or a whole class. It may be better to do on the second reading of a piece of text when the students are more familiar with the story. Oral language speaking and listening Action syllables. Choose some words (names are a great place to start). Think about your name and put a movement to every syllable in your name. For example: Adrian stamp, jump, turn - the stamp is for Ad, the jump is for ri, and the turn is for an. Each member of the group could repeat each persons name and action. Name exercising. This is a great game for helping to learn names. Students sit in a circle. The first student does an exercise or active movement while saying their name. Then the next person plus the first person has to repeat the first persons name and action and then do one of their own. Then the first, second and third person repeats the first and second persons names and actions and then adds one of their own. The game continues until everyone has had a turn. Give and follow directions. In pairs, one person blindfolded and the other is giving directions. You could use directions in te reo huri ki te taha maui, haere ki mua etc. Listen to a poem or story. Identify, discuss and explore words and visual images in the text that may be expressed through movement. Create a movement sequence. Visual language viewing and presenting Watch a ceremony or performance by, for instance, a kapa haka group, either personally or on film. Discuss the verbal and visual features e.g. in poi performance, terms such as twirl, rhythm, traditional, modern, waiata, and melody might be appropriate. Learn a movement, song or other element used in the ceremony. Handwriting with large movements: in the air, on different surfaces around the classroom, outside. Technology Toys and games: what makes a good toy or game? Design and make a toy or game to promote physical activity. Sports equipment and clothing: investigate and identify the features; interview people to determine their needs; select a task and design and develop a solution (see P62 of Technology in the New Zealand Curriculum). Participate in organising and preparing a hangi. Explore and develop play equipment. Social Studies School Olympics Day: work in teams, create your own flag, anthem, and learn about the country you are representing. Create your own country: what is your national dance? National game? Play games from around the world e.g. Kilikiti from Samoa, Bocce from Italy, Ulu Maika from Hawaii and games specific to the Paralympics such as boccia and goal ball (see  HYPERLINK "http://www.paralympics.org.nz/schools.htm" \l "Paralympic_Schools_Programme_Booklet_&_Activities" paralympics.org.nz/schools). Play a game such as softball, or examine a cultural dance or song and examine the roles that people have, and how they fulfil those particular roles. Share and participate in dances from other cultures. Encourage community members to come and join in/share their knowledge. Demonstrate and explore active features of various cultures e.g. Mori haka, Samoan ss, Chinese dragon dance. Visit a marae and participate in a powhiri. Walk to places of interest in the local community. Examine how particular groups view and use places and the environment. Work together to create or obtain resources for the school e.g. working bee to create a new garden, sponsored fun run to raise money for new playground area. The Arts Drama Use the sea as a theme. Create an environment using body shape and movement. In groups, move as creatures through the environment. Improvise dramas on a common play/games/sport theme e.g. scoring a goal, winning a gold medal, playing fairly. Mirror image. Students pair up. One performs an action and the other mirrors them as if they were in front of a full length mirror. Students could try actions such as: jumping and scratching underarms like a gorilla (they could make the sound effects too!) bouncing a ball and scoring a goal playing the drums or air guitar riding a giraffe. Swap roles after an appropriate time. Taniwha, Tamariki and Tui. Class divides into two teams that face each other. There are three options: Taniwha stomp feet and swimming actions with arms. Tamariki jump and pretend to throw and catch a ball in the air. Tui flap arms like wings while moving feet quickly on the spot. Each team decides which of the three options their team will present to the other team, and faces the other team again performing their action. At the count of three, both teams move towards one another and display the selected action to the other team. Award points to the winning team. Taniwha wins over Tamariki, Tamariki wins over Tui, Tui wins over Taniwha. Teams can work out five plays in advance, if there is time, and the winner each time takes one person from the other side. Other options could be: scissors, stone and paper or giants, wizards and elves. When sharing a poem or story, add active movements, voice, and sound effects to enhance the mood. (Based on drama ideas from The Arts in the New Zealand Curriculum.) In small groups, create a drama that uses body shapes to represent weather and its qualities, with one member of the group narrating a story that describes the moods and contrasts of weather. 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