Energising Movement Sequence

Curriculum Links

Health and Physical Education (HPE) Learning Areas and Strands:

• Movement Concepts and Motor Skills: Students will develop movement skills and apply movement concepts in a variety of physical activities (New Zealand Curriculum Refresh HPE, Level 2, Curriculum Levels Year 5).

• Health-Enhancing Physical Activity: Engage confidently in physical activities and understand the benefits to wellbeing.

Key Competencies Developed:

• Thinking: Apply numeracy skills to measure and sequence movements.
• Managing Self: Participate actively and manage personal physical challenges.
• Relating to Others: Cooperate in group-based activities.

Mathematics and Statistics (Te Mātaiaho) Integration:

• Measurement - Duration and Sequencing: Estimate and accurately measure duration using timers, round measurements to nearest units, and sequence movements logically (Years 5–6).

• Number Structure and Patterns: Use counting and sequencing to perform physical movement activities.

Learning Objectives

By the end of the 60-minute session, students will:

1. Perform a dynamic warm-up incorporating both dynamic and static stretching exercises.
2. Apply numeracy concepts by counting repetitions, measuring time for each stretch, and sequencing movements in correct order.
3. Understand the relationship between physical activity and health.
4. Demonstrate cooperation and self-management skills in a group physical activity setting.

Materials Needed

• Stopwatch or timer (one for the teacher)
• Cones or markers for stations (optional)
• Whistle or sound signal device
• Printed stopwatch/clock face visuals for time language support (digital & analogue concepts)
• slide deck presenting the warm-up overview, counting/timing instructions, and activity prompts
• worksheet for students to record their movement sequences, counts, and times

Lesson Structure

1. Introduction & Hook (5 minutes)

• Gather students and introduce the importance of warming up for physical activity and health benefits.
• Open with the introduction slides showing engaging images of stretching and the notion of “Counting for Energy — How can numbers help us move better?”
• Briefly explain how today’s warm-up will include movements they count, time, and sequence.

2. Dynamic Warm-up with Numeracy Integration (25 minutes)

Part A: Dynamic Stretching Movements with Counting

• Lead students through a series of dynamic stretches — e.g., arm circles, high knees, lunges, leg swings.
• For each movement, students count repetitions aloud (e.g., 10 arm circles forward, 10 backward), reinforcing counting skills.
• Encourage them to notice how counting helps keep track of exercise intensity and duration.

Numeracy Spotlight: Focus on skip counting in 2s, 5s, or 10s as appropriate for the group, integrating pattern recognition from the number system.

Part B: Static Stretching with Measuring Time

• After dynamic movements, guide students into static stretching positions — e.g., hamstring stretch, calf stretch, shoulder stretch.
• Use a timer to measure 20-30 seconds for each stretch.
• Students practice estimating time duration and then verify by timing.
• Rotate through four static stretches, sequencing properly to benefit the muscle groups.

Numeracy Spotlight: Discuss time measurement using terms such as “seconds,” “half a minute,” and relate these to everyday examples (e.g., “Half a minute is 30 seconds”). Teach rounding to the nearest 5 seconds if timing individually.

Throughout these activities, refer to activity instruction slides to reinforce counting and timing concepts.

3. Movement Sequencing Challenge (15 minutes)

• Divide the class into 5 groups of 6 students.
• Each group creates a short sequence of 4 movement activities combining dynamic and static stretches performed in a specific order.
• Students will use the worksheet to plan their sequence, write down movements, count repetitions, and decide time durations.
• Groups perform their sequence for the class, and others count movements and time durations collaboratively.

Numeracy Learning: This task focuses on sequencing, numerical recording, measuring time, and practising communication of numerical data linked to physical performance.

4. Cool Down & Reflection (10 minutes)

• Lead a cool-down with gentle static stretches and breathing exercises.
• Facilitate a brief class discussion:
• How did counting and timing help in the warm-up and sequence?
• What did we learn about measuring our movements and time?
• Collect the worksheets for assessment of numeracy integration and sequence planning.
• End with closing slides summarising key learning points and health benefits of warming up.

Assessment

Formative assessment through:

• Observation of students’ ability to count repetitions correctly during dynamic stretches.
• Monitoring use of timing language and ability to estimate/measure duration of static stretches.
• Review of group worksheets to assess understanding of sequencing movements, counting, and time measurement.
• Student participation and ability to follow movement sequences in group challenges.

Use simple anecdotal records and checklist criteria focused on numeracy within physical activity and movement fluency.

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This lesson plan follows the New Zealand Curriculum Refresh by aligning with Level 2 Health and Physical Education strands and integrating Year 5 Mathematics measurement and number structure standards. It builds on students' knowledge of counting, measuring time, and sequencing through active participation in a physical warm-up, making numeracy tangible and engaging within physical education. It also fosters key competencies such as thinking, managing self, and relating to others throughout the activities.