1 Who am I?

What do you think?

Do you feel better when you play with your friends? Do you use any equipment?

Target in action

The facts

Playing and doing exercise every day gives us energy and makes us happy.

SDG Resources

Digital resources

Video: Health and well-being (SDG 3)

Learning experience

It shows the impact that physical activity and sports have on the life of a person, since they are presented as essential elements for the optimal development of pupils, improving mood, health and, therefore, quality of life.

Goal 3. Health and well-being.

Promoting and awakening motivation towards the regular practice of physical activity, helping to acquire a healthy lifestyle.

What do you think? Context Initial image Target in action

The image at the start of the unit shows a group of girls and boys enjoying outdoor sports. They should identify with the satisfaction and happiness that the practice of physical activity transmits.

The question aims to draw attention to the feelings experienced when playing, either with or without materials.

The context is based on the fact that if we play and exercise regularly, we will have more energy in our daily life and this, in turn, will have a positive influence on our emotional state.

The target in action is presented in a brainstorming session on what games they would like to play in class and the material needed to do so.

Body parts

8 eight

Digital resources

Interactive activities

Practical game

Video: The parts of the body

Activity suggestions

1 Our body is made up of a series of very recognisable elements. Some of them we only have one of, such as the head and trunk, while others are symmetrical, such as the limbs (arms and legs), and are located two by two on the upper and lower part of the trunk. We name the parts of the body that appear in the images while the students point them out on their own body.

2 To perform any physical activity, all parts of the body are important and are involved to a greater or lesser extent, although, depending on the sport we are doing,

Puppets

we will mainly use the arms or legs. Now we carefully observe the images and think before circling the parts of the body that are used to hit the ball in each of the sports mentioned.

Complementary activities

We use the images from Activity 1 to work on the concept of symmetry. There are parts of the body that, like the upper and lower limbs , are symmetrical. We ask in class what other symmetrical parts there are in our body and we begin to name them, from the head to the lower limbs, and they point to these parts on their own body; for example, in the head, the eyes or ears; in the upper limbs, the hands, elbows, etc.

My joints

Digital resources

Interactive activities

Practical game

Activity suggestions

3 The human body is formed by different joints that allow us to make movements by varying their direction and sense. We look at the picture, read each word and match each joint to its location.

4 Carrying out an action involves moving more than one joint. We look at the images and circle the joints involved in the movements they are making.

Complementary activities

On the blackboard, we draw a table in which the following joints appear: shoulder, hip, neck, knee, wrist, ankle and elbow. Under each one we write activities, sports or movements in which these joints intervene.

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Cooperative learning

Applying the Thinking Heads technique, we read the statement and ask the students, in groups, to explain what joints are, what they are for, which ones we know and where they are located.

10

Let’s play! ten PLAY

Digital resources

Interactive activities

Practical game

Activity suggestions

Complementary activities

We ask the students to raise their hands when they have thought of an activity or a game in which it is necessary to use a material. Later, we ask the same question, but in this case we ask them to think of an activity or game in which a certain material is necessary, for example, a rugby ball or a mat.

Gestures

11

Digital resources

Interactive activities

Practical game

Activity suggestions

6 To communicate, human beings do not always speak, we also use our body instinctively, as when we are asked something and we hesitate or do not know the answer, and we raise our shoulders to express this. In this activity we carefully observe the four images and circle the gestures that are being made in each of them.

7 Next, in our own words, we briefly explain what we are trying to convey with the gestures used in each of the images from the previous activity.

Complementary activities

We ask the students, in pairs and in turns, to show everything they know on how to express using only gestures.

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Thought development

In order for the students to propose alternative and creative situations, we can guide this brainstorming session with questions such as: Why is the girl saying goodbye? What might they be celebrating as they give a high five?

Digital resources

Interactive activities

Practical game

Activity suggestions

8 The practice of physical activity leads us to adopt a healthy lifestyle, hence the importance of recognising which activities physically involve our body and which ones do not, looking for the benefits they provide and the preferences when performing one activity or another. To carry out the proposed activity, we observe the six images carefully and circle those people who are having fun while practising physical activities.

Complementary activities

We comment on the answers to the activity, emphasising the benefits of practising physical activity in company and outdoors. Next, we look for alternatives to images in which no type of physical activity is performed.

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ICT

On the Internet we can see videos about physical activity in the natural environment via "amazing people doing extreme sports".

Digital resources

Interactive activities

Practical game

Infographic: Public speaking

Activity suggestions

9 Attitude is a determining factor in the world of sports and in any area of life. We observe the four proposed situations and mark the smiling face when the scene shows a positive attitude and the sad face when a negative attitude or behaviour is shown.

Complementary activities

We ask the pupils in which situations they usually show a positive attitude and also for situations in which they show a negative attitude. Then we ask them to reflect by asking different questions. For example: Why? What's the point of displaying that attitude? Wouldn't it be better to show a positive attitude so that things go better, avoiding problems and anger?

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Learning through play

We ask the pupils to represent each of the scenes in groups, then to change roles and reflect on what they have felt. Finally, we ask in each frame: What does the captain do? What is their attitude? How do they feel? How do your classmates respond? Do you think their answer is correct? How do we like to be treated?

Digital resources

Interactive activities

What have I learned?

Remember

10 We return to the parts of the body and the joints to reinforce what has been worked on in this unit.

Complementary activities

In pairs, we think of a type of gesture that we often use. Next, we draw a boy or a girl gesticulating, and we indicate in the drawing the parts of the body and the joints that they are moving to perform said gesture.

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Cooperative learning

Once the activity is completed, we ask the class, in groups of four or five, to propose games or sports they know in a brainstorming session. Next, we pose questions for them to show what they have learned in relation to body parts and joints and other content. For example: with what parts of the body do we play ...? What joints do we move in ...? Can we perform a physical activity without moving the joints? Etc.

To reinforce learning

For students in whom learning difficulties have been detected, response to diversity strategies can be used.

L et’s reflect TARGET IN ACTION

Digital resources

Interactive activities

How have I learned?

11 We propose student self-assessment. In this way, we get them to reflect and become aware of what they have learned, the learning process and the difficulties they have encountered in this process. Next, we can pose different questions so that they reflect on their learning and how they value the importance of physical activity.

12 Finally, we ask them to reflect on what they have felt throughout the unit, participating in the games and we ask, for example, what emotions they have noticed when they have successfully achieved the goal in a game.

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Evaluation

On this page, questions are asked that invite reflection on different aspects of the unit and assessment of its achievements.

Emotional education

This activity encourages recognition and personal acceptance.

Connection with the learning experience

Pointing out the impact of physical activity and sport in daily life, as well as the importance of maintaining order and taking care of material. The brainstorming thinking technique is proposed to facilitate performing the activity.

Puppets

Classification

Motor (locomotion) and sensory (visual); cooperation.

Goal

Working on the parts of the body through movement.

Materials

No.

Description

In pairs, one person acts as a puppet while another indicates by means of gestures the parts of the body that they should move. After a while, they change roles, and the person who was playing the puppet starts to show by gestures the parts their partner should move.

I'm capable of

Classification

Motor (coordination); opposition.

Goal

To perform various gestures using objects from the area.

Materials

Hoops and balls.

Description

We propose small challenges and gradually increase the difficulty. For example, with a hoop, we can start with the challenge of throwing, catching and rolling it, or keeping it in the air with just one finger.

Animals

Classification

Sensory (visual and auditory); cooperation.

Goal

To recognise and imitate animals by working on body language.

Materials

Images of animals.

Description

We distribute all the images of animals and, individually, imitate the animal that we have been given. We have to recognise and identify each other through imitation and then join animals from the same species. Variant: we learn what animal each classmate is imitating.

Page 11

Mirror

Classification

Motor (locomotion) and sensory (visual); cooperation.

Goal

To recognise and imitate different movements, working on body language.

Materials

No.

Description

Page 12

The collector

Classification

Motor (locomotion); cooperation-opposition.

Goal

To understand distances and make decisions in changing environments.

Materials

Hoops, cones and balls of various sizes.

Description

We split into four teams. The teacher distributes as many balls, cones and hoops as possible on the floor, each with a different score. The collectors of each team collect and deposit what is collected in their warehouse. Points are added up to see which team has collected the most. Variant: we collect using the non-dominant hand.

Page 13

The sleepy crocodile

Classification

Motor (locomotion and reaction speed); symbolic; opposition.

Goal

Working on displacements and the correct choice.

Materials

No.

Description

A boy or a girl, who will be the sleepy crocodile, stands at one end of the playground; the rest of the group are nearby to wake him/her up and yell "Sleepy crocodile, sleepy crocodile!" When the crocodile decides to wake up, it will chase the group, which will try to escape and reach shelter, a spot decided previously. Any player who is touched becomes the next sleepy crocodile.