HPE2203 Jan 2017

SCHOOL OF HEALTH SCIENCES

LESSON PLAN HPE 2203

Tutorial _3_ Group 2___
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5/6 Time: Week 1 Students Prior Knowledge:

- Practise and refine fundamental movement skills
- Basic understanding of movement concepts and
Learning Area: Health & Physical Education strategies
- Apply basic rules and fair play

Strand: Movement and Physical Activity Focus Area:

Challenge and Adventure Activities

Sub-strand: Games and Sport

Rhythmic and Expressive Movement Activities
Moving Our body
Understanding Movement
Learning through movement

Content Descriptor: Teachers Prior Preparation/Organisation:

Prepare a six-week forward planning document
-Practise specialised movement skills and apply them in Cross-check with other markers
different movement situations (ACPMP061) Check the timetable and resources available
Check the curriculum for prior knowledge
-Participate positively in groups and teams by
encouraging others and negotiating roles and
Equipment List
responsibilities (ACPMP067)
X16 Cones
Bag of Touch Footballs
-Demonstrate ethical behaviour and fair play that aligns
with the rules when participating in a range of physical
activities (ACPMP069)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Accurately perform a pass in touch rugby adhering to the KTPs

Participate positively in teams by encouraging others and negotiating roles and responsibility
Demonstrate fair play when participating in touch rugby, both within their own and with other team members.

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:

Teacher positioning, as this is an area the teacher received peer feedback on.
Was the modified game appropriate and maximised participation as suggested in Play for Life- Touch Football
(2013)?

HPE2203 Jan 2017

Teacher self-reflection and self-evaluation:

Reflect on teacher positioning

Reflect on clarifying on key teaching points

LESSON PROGRESSION
Motivation and Introduction:
Time
2- Motivation and introduction is done during the set up
2.08pm
Student Organisation Lesson Content Class Organisation
(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
Warm-up Cats and Mouse Progressions transitions)

1) One line is the cats -add in a competent where

2) One line is the mouse
3) If the teacher calls mouse,
the students in that line must
run 10m towards a finishing line
4) The mouse should chase
them
5) Repeat, with teacher calling
out different names
.
students must pick up a ball X16 cones for each the end of each line
and run away (more game-
like) -In pairs
-Teacher has whistle to grab attention
Rules
-When adding progressions, Teacher stands in-between two game
asking chasing line to take
two steps back
-Students are not allowed to
leave the formation until an
animal is called

Bridging organization
2.08-
2.10 Keep same groups and form a zig-zag formation.
Allocate one student from each group to set up a square of four cones.

HPE2203 Jan 2017

-211 Activity 1 Zig-Zag Passing
2.21
1) each group starts in a zig-
zag formation
2) pass down the line and then
last person carries the ball to
the front of the line
3) assess students on their
ability
Passing KTPs Four groups of Eight
-passing with two hands
-using the hips to rotate
-looking in the direction of
travel
Progressions
-swap pairs (move one
along)
-Add in competition- first
time to go through twice
wins!
-add in an element of
running. After passing the
ball, run to where you have
thrown the ball

(Coffey & Webb, 1993)

Bridging organization
2.21-
2.23 Call students in, form a circle in front of the teacher facing away from the sun. Clarifying KTPs asking
open-ended questions

-2.23- Activity 2 Passing KTPs

2.33
1) Have a student demonstrate -passing with two hands
drill first
-using the hips to rotate
Split class into pairs
-looking in the direction of
2)Students stand next to cone travel
with a partner
3) the nominated coach points
Progressions
at a group and they are the
offence and trying to score -if the offense calls pick, any
other player standing near a
4) the opposing side of the
cone can run in and score
square is the defence
5) Once play has finished,
another team becomes an
appointed attacker

(2 vs 2 Box, SportPlan)
stay in same groups
One person is nominated to be a coach for
each of the four. Their partner standing on
the cone next to them is the umpire.

HPE2203 Jan 2017

 Bridging organization
2.34-
2.35 Have each team line up in a straight line. Outside teams take 6 steps backwards

2.35- Modified Game: Calling out Passing KTPs

2.50 numbers
-passing with two hands
1) Teacher allocates four teams
-using the hips to rotate
and then numbers students off
from one to eight -looking in the direction of
travel
2) Students line up in their
number order
3) when the teacher calls out Looking for;
the students numbers (usually
Channelling the defender
two at a time); the students run
and then passing it off
in the middle and try to score
4) if scored, then that team gets
point Rule-
5) repeat until every number is - No passing forwards Four teams of Eight
calling out with a different
partner creating 2vs. 2
scenarios.
2.51- Lesson Closure: (Review lesson objectives with students)
2.53
- Next week still focusing on passing and building to scoring
- Students should all understand the importance of passing with two hands and passing to the side
- High-achieving students should be able to pass in continuous motion

Transition: (What needs to happen prior to the next lesson?)

2.54-
2.55 -Remind students that in Week 3, the class will be looking at Scoring and week 6 we are going to Perry
Lakes to play the neighbouring school
-Remind students of benefits of warm-up

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment will take place during activity one. Students should be able to pass to their partner in a static
motion using two hands and be side-on when passing

HPE2203 Jan 2017

HPE2203 Jan 2017
 SCHOOL OF HEALTH SCIENCES

LESSON PLAN HPE 2203

Tutorial 3__ Group _2__
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5/6 Time: Week 2 Passing and Students Prior Knowledge:
Scoring

Students can be side-on to the ball when passing and

Learning Area: Health & Physical Education understanding not to pass the ball forward

Students have some a very basic understanding of

offensive and defensive play

Strand: Movement and Physical Activity Focus Area:

Games and Sport

Sub-strand: Challenge and Adventure activities

Moving our Body

Understanding Movement
Learning thorough Movement

Content Descriptor: Teachers Prior Preparation/Organisation:

-Practise specialised movement skills and apply them in Equipment List

different movement situations (ACPMP061)
-6 Cones
-Apply stability and locomotion to dodge in various -Bag of touch football (cricket balls if necessary for warm-
movement situations (ACPMP061) ups)

-Participate positively in groups and teams by

encouraging others and negotiating roles and
responsibilities (ACPMP067)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australias engagement with Asia Sustainability
histories and cultures

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

Practise an efficient pass with two hands to team player

Ability to demonstrate Offensive play scenarios channelling defence
Participate positively in groups negotiating roles and responsibilities

LESSON EVALUATION

HPE2203 Jan 2017

Assessment of Lesson Objectives and Suggestions for Improvement:

Teacher positioning, as this is an area the teacher received peer feedback on.
Was the modified game appropriate and maximised participation as suggested in Play for Life- Touch Football
(2013)?
Teacher self-reflection and self-evaluation:

Reflect on teacher positioning

Reflect on clarifying on key teaching points

LESSON PROGRESSION
Motivation and Introduction:
Time
2- Motivation and introduction is explained during/ post warm-up
2.08ppm
Student Organisation Lesson Content Class Organisation Resources/Equipment
(Individual task structure, differentiation) (Content & KTP) (Position of teacher/students, setup/working area/grids for class, transitions)

Warmup: Scoop ball (8mins) Reminder of

Passing KTPs - x4 marker cones
1) Allocate 23 people for the taggers
in a grid -passing with two -One person per football so 28 footballs. If not
2) All other students have a ball and hands enough football, just hold a yellow cricket ball
running away from the taggers -using the hips to
3) if a student gets tagged they must rotate
roll-ball and collect a dummy-half to Two games
be free -looking in the
direction of travels

Progression
-instead of getting
someone to help
you, that person
tagged becomes a
tagger

(Play for Life- Touch football, 2013)

Bridging organization
2.08-
2.10 Organise eight groups of four

2.11- Activity 1 Corner Spry Passing KTPs

2.21 (10mins)
-hands ready for the Allocate a cone for the leader of each group
1) One player is the passer ball to stand on
2) all other players form a circle -look at aiming point -x4 cones
around the passer
-hand positioning Eight groups of four or five students
3) passer throws the ball and with fingers
receives it back to passes to the underneath the ball
next person around the semi-
circle
Progressions
4) Rotate leaders
-add in competition
where after the first
player in the semi-
circle receives it
twice they sit down.
(Coffey & Webb, 1993)
HPE2203 Jan 2017
 -first team to sit
down wins

Bridging organization
2.21-
2.23 Let students have a break and form a circle in front of the teacher facing away from the sun. Clarifying
KTPs asking fat, open-ended questions

2.23- Activity 2 Circle Passing Passing KTPs

2.36 (13mins)
-hands ready for the
1) Team blue must run around ball
the circle
-look at aiming point
2) Teams red must pass side one
-hand positioning
as many times as possible
with fingers
3) Team to complete the most underneath the ball
passes wins

Progression
-if you drop the ball,
start counting again

Bridging organization
2.37-
2.40 Allocate one leader (blue) to organise cones with other three collect rugby ball and put it between feet

2.40- Modified Game: 4 vs. 2 (11 Scoring KTPs as, Players who are sitting off are scoring or
2.51 mins) for next lesson being the umpire and standing where the
- try must be defending team should stand
placed on the
1) Defenders and attackers Players are to negotiate themselves time off
ground
begin on the touchline in the
- ball must be on Eight groups of four.
center.
the ground
2) Both teams leave at the
before the
same time and run around
touch occurs
their allocated cone
- be read early in
3) The offensive ball carrier
defense
accelerates after the cone
channeling the defender Progression
4) Player with the ball should
decide whether they out run - after it is too
defender or pass off easy for the
offensive, add
in defender and
- add in a rule to
ensure passing
occurs.

(4 On 1 Attack and Defence Drill, SportPlan)

HPE2203 Jan 2017

2.52- Lesson Closure: (Review lesson objectives with students)
2.55
- Next week, week 3, focusing on Scoring a Try
- Students should all understand the passing to the side and to channel the defender
- High-achieving students should be able to pass in continuous motion

2.56-
Transition: (What needs to happen prior to the next lesson?)
2.58
-Remind students that in Week 3, the class will be looking at Scoring and week 6 we are going to Perry
Lakes to play the neighbouring school

Assessment: (Were the lesson objectives met? How will these be judged?)
Assessment will take place during modified game scenario. Students should be able to pass to their
team side-on against defensive side with correct technique

HPE2203 Jan 2017