DPA PLAN Linda Vu 214765838

Division/ Grade: Grade 6

HPE Overall Expectation (s):

“A2: Demonstrate an understanding of the importance of being physically active, and apply physical
fitness concepts and practices that contribute to healthy, active living” p. 164

HPE Specific Expectation (s):

“A2.1: Daily Physical Activity (DPA): Participate in sustained moderate to vigorous physical activity,
with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of
twenty minutes each day (e.g., hiking, playing lead-up soccer, doing fitness circuits, doing aerobic
routines, orienteering; walking to reduce heart rate after activity, holding stretches after running) [PS]”
p. 165

Equipment Needed:

Music (optional- any type or sort of music)

Paper with different activities written on it
Ball (for Accommodation)
Pillows (for EDSJ)
Earplugs (for EDSJ)

Time Frame/ Class Management:

20 minutes
Warm Up- 3 min
Activity 1- 7 min
Activity 2- 7 min
Cool Down- 3 min

Accommodations: (what is the accommodation and what are you accommodating for?)

 Student with a physical disability limiting their ability to move their legs or stand
 *For all students
o If students do not know any of the physical activities or dances, show students video of
the activities before or during the DPA so they can follow along

Warm Up:
 Students can be given the option to stay in their seats and use their arms as a way to
formulate the letters of their names

Activity 1:
 Students can be given the option of staying in one spot and have one partner switch papers
with another group as opposed to rotating on foot
 Have a visual aid such as a PowerPoint or projector displaying more ‘inclusive’ activities as a
 choice for a third option

Activity 2:
 Allow students to sit in their seats and do workouts and show students examples of different
varieties of in-seat activities
 Examples:
o Twist whole upper body from one side to the other, with arms bent at the sides and
hands clenched forward
o Punching the air, increasing speed overtime
o Mountain climbing with the arms/hands only
o Bring in a ball for student(s) to bounce up and down one arm at a time OR throw to
partners back and forth with increasing speed

 If students have difficulty understanding or reading physical activities presented, visual and
auditory aids should be provided

EDSJ focus: How might you think about DPA through this lens?

 For those students who are uncomfortable with physical contact (back to back wall sits) due to
cultural or religious differences, pillows can be provided to prevent direct contact OR students
can be given the option to do wall sits instead
 Provide students with multiple alternatives to the activities so that students of different
abilities, culture, and race are accommodated
 Have students partner up with someone they usually do not talk to or those who they are not
familiar with to ensure integration with different classmates and relationship building amongst
all classmates
 For the first activity, give students the opportunity or choice to carry out their own physical
activity that pertains to their own culture and heritage. In turn, students can share their own
personal physical activity with a partner or to the whole class during circuit rotation

 For some activities, have students perform the activity with one leg if doing an activity
requiring the legs OR perform the activity with one arm if doing an activity requiring the upper
body
o This raises awareness to students of the difficulty those with physical disabilities have
when carrying out a physical activity
o It gives students an insight to the experiences and barriers students with physical
disabilities may have in the face of sports and exercises
 Students could also either close their eyes OR use earplugs/earphones to demonstrate how
those who are ‘hard of hearing’ or have ‘visual impairment’ might feel about the activity
o It takes being in someone else’s shoes to fully understand the hardships or differences
one may feel with being differently abled

 Questions:
o How might your own students be affected by the activities listed below?
o What other modifications can be made to help students with different confidence
levels and additionally students who have difficulty with attention levels?
Description of Activity (including warm-up/cool down):

Warm Up:
 Ask students to distance themselves from their partners at arms length or more
 Students must need to know how to spell their first name or last name
 Have students attempt to try to spell their name first using their whole/entire body (not just
hand gestures, except for those with physical disabilities)
 Have students increase the speed to which they spell their name with their body every 30
seconds
 Offer students the option of spelling other words other than their names

Activity 1
 Preparation
o Create 4-6 stations around the classroom, with enough space for students to move
around comfortably
o For each station, have two pieces of paper with a different country written on each,
and on the flip side of the paper, think of an physical activity that students can do that
connects to that country
 Examples:
o Stationary mountain climbs (Nepal): Have students use their arms and mimic climbing
a ladder while doing the high knees
o Air boxing (Puerto Rico): Have students punch the air and move their legs side to side
at the same time
o Skiing (Canada): Have students slide their feet back and forth on two pieces of paper
as fast as they can
o Diving (Australia): Have students do squats first and as they go up, their arms and hand
should be clasped flat together high in the air, as if they were doing an upside down
dive
o Basketball (America): Have students bend their legs and jump into the air while doing
the ‘shooting a basketball’ motion
 Divide the class into groups of 2-3
 Groups will spend a minute at each station carrying out a physical activity they chose (between
the two options provided on the paper)
 Have students rest for 30 seconds between each station, doing their own stretches

Activity 2
 Have students pair up with a partner
 Have students perform an activity that is being called out and only begin the activity when the
music starts playing
 The activity will last up to 1 minute and when the music stops, students will have to search for
new partners within 6 seconds
 New partners must carry out the new physical activity together as soon as the music starts
again
 Do at most 6 different activities with 6 different partners
 Example Activities
 o Have students do the chicken dance and increase the speed after each set
o Have students run on the spot
o Have students do ‘hand, shoulders, knees and toes” dance and increase speed after
each set
o Squats: Have students take turns doing squats one after another, increasing the speed
overtime
o Back to Back Wall Sit: Have students face away from eachother, back to back, hook
arms from the back and squat against one another at the same time. Partners should
be leaning against each other back to back.
o Have students freely dance to a music of the teacher’s or student’s choice, and have
them increase their dancing pace when the speed of the music increases

Cool Down
 Have students walk around the classroom slowly (30 seconds)
 While students are walking slowly, ask students to imagine themselves doing various physical
activities in their head (swimming, ballet, dancing, flying)
 While students are walking around, ask students to imitate the activity they are imagining
using any or all body parts (30 seconds)
 Have a student(s) lead a stretching routine, rotate students if need be (2 min)

Curriculum Links:

http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

Reference/Resource:

http://schools.hcdsb.org/olvm/Healthy%20Schools/Daily%20Physical%20Activity%20(DPA)
%20Resource%20Guide.pdf

https://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/Documents/FINAL%20DPA%20book
%202005.pdf