Big Cuz and Little J are very excited that Sissy is coming to play with them over the weekend. They both see Sissy as their special friend. Big Cuz wants to play a ‘Sisters Only’ talent quest just for she and Sissy, and Little J plans an obstacle course for all to play. Eventually, Little J, Big Cuz and Sissy come together to test their skills on the obstacle course.

Elaborate - Describe ways to include others to make them feel they belong (ACPPS019)

Theme - ROLE MODELS

After viewing Little J & Big Cuz, Episode 13 ‘Big Plans’, engage students with the following activities to support their understanding about building relationships with peers, and belonging.

Focus students’ attention on the way Little J persisted in his quest to entice Big Cuz and Sissy to include him and play his game. Have students consider what would have happened if the girls continued to exclude Little J, or if Little J excluded Big Cuz from playing his game.

Talk to the students about consequences, and that the decisions each person makes, and the actions they take, have consequences. Watch the video clip, Fishing, My Place Ep. 25 ‘Before Time: Bunda’, at My Place for Teachers website, ABC TV.

As a class, discuss how Bunda’s father was trying to teach the boys to work together, as this would ensure their survival in the bush.

At the start and end of each session, conduct warm up and cool down stretches.

• Quick Warm-ups without equipment (PDF)
• Fitness for Kids - Warm-Up Routine (video)
• Warm Ups & Cool Downs for Children

Cooperative games

Introduce students to a couple of cooperative games/challenges where the individual and/or the group needs to make decisions about their actions to benefit the group.

A. Shark-infested island

1. Place a blanket or large piece of paper on the floor. A group of students need to get on the blanket without anyone touching the floor. If they are successful, fold the blanket in half and try again until it becomes very challenging.

B. Bean heads

1. Place a bean bag on each student’s head. They have to walk several metres without dropping the bag or touching it with their hands. However, they can touch the beanbags of others. If a student drops their bean bag they are frozen until another student manages to replace the dropped bean bag without losing their own.
2. Try the challenge in teams – all members of a team must pass the ‘finish line’ before a team has completed the challenge.

C. Carrot catchers

1. Tie a long string tightly around the thicker end of a carrot. Tie the other end around the waist of a student. The carrot should hang like a tail at the back reaching just below the student’s knees.
2. Provide a jam jar or plastic pot. The aim is to squat to get the carrot resting in the jar. (It’s quite difficult because the carrot is behind the participant and it swings around.) Students should practice the skill 1–2 times before the game starts.
3. Station three students sitting around the jar; at the back and one on each side. When the ‘carrot operative’ is trying to get the carrot in the jar, these helpers make loud beeping noises if the carrot is too far in their direction. They are not allowed to touch the carrot, the player, or the jar.
4. Take turns being the ‘carrot operator’ and the ‘beeper helpers’. The width of the jar or plastic pot determines how hard this is – using a traditional jam jar is very challenging indeed.

Divide the class into groups, and have students devise a cooperative activity that they could teach another group. Ask students to explore the types of challenges encountered in the tasks they have already attempted, and what skills for team work they need to have in order to succeed.

Provide a selection of simple equipment and found/recycled materials for experimenting with, such as rope, blankets, balls and beanbags. In their groups, have students design a game or challenge, test it, revise and demonstrate it to others. Once resolved. Have the groups teach they game/challenge to the other groups. A suggested resource is The Wellbeing Hub.