Thomas Hatjidimitriu 900178777

LESSON PLAN template FOR PE (Practical Session)

Lesson number: Lesson 1 Name: Thomas Hatjidimitriu (me), Richard Helliar, Mat Vogel, Courtney Ryan
Mentor: Jo Golds
Duration:
40 minutes
Date: 28/08/2014
School: Our Holy Redeemer Primary
School, Surrey Hills
Year level: Grade 1-2- Lesson draws from Level 2
AusVELS
No. of students: Approximately 25
Pedagogical focus / Instructional
approach:
Working with early years primary
students the main objective of this lesson
is to develop students understanding of
basic skills in physical education. As such,
each activity from warm up is designed to
scaffold student learning and build up
their skills leading to a game situation,
where they can apply what they have
learnt. In subsequent lessons, adopting a
games sense approach may be more
applicable once students have developed
basic psychomotor skills.
Personal teaching goals for this lesson (Relate to SOCKS):
- Provide clear and precise instructions to students regarding safety hazards and precautions, the correct use of
equipment and clear expectations of self-conduct and behaviour.
- Each activity should be organised in advance so that transitions happen smoothly. This includes setting up of
equipment and giving clear and understandable explanations of games and rules. Furthermore, dividing students
into groups should be time-effective and fair in regards to ability levels and gender.
- Each activity should be inclusive and engaging for all. Students of mixed abilities should work together
discrimination of any sort will not be tolerated
- By the end of the lesson students should have achieved the objectives in a fun and enjoyable manner and be able
to demonstrate different skills when prompted.
Equipment and resources required for lesson:
Newspaper balls
Kanga-Cricket bats-enough for one per student
4 different sized balls
2 bases/dots (home and first base)
Bucket for balls to be collected in


Student Learning Objectives: - Students should learn how to throw and strike a ball and use these skills successfully in a fielding/striking game as
well as practice basic motor skills such as running and jumping
- Students should be developing their spatial awareness and using this to tactical advantage in game situations
- Students should show an understanding of safety hazards and precautions to take in striking/fielding games
Thomas Hatjidimitriu 900178777

- Students should be able to work as effective members of a team
Domain
Health and Physical
Education
Dimension
Movement and
Physical Activity
Standard
Students explore different aspects of the body
and begin to understand how these actions affect
movement efficiency. They practise basic motor
skills such as running, hopping, jumping and
skipping, and more complex skills such as
throwing and striking balls.
Students participate in and develop control over a
range of locomotor activities that require a
change of speed (such as fast and slow
movements) and direction (such as up/down,
forward/backward

Indicators of student learning
Students can successfully perform running,
hopping, jumping, skipping, throwing and striking
balls, etc. when prompted and apply them in
game/activity situations.
Achieved?
Yes
Health and Physical
Education
Movement and
Physical Activity

Students discuss the need for safety rules for
equipment use, and practise appropriate safety
skills and procedures.

Students demonstrate understanding of different
safety risks and precautions in physical activity
and apply them during activities.
Yes

Thomas Hatjidimitriu 900178777

Student Learning Outcomes:
Complete the learning outcomes below
and relate them to the VELS statement
above.



Psychomotor (Physical) Affective (Social/Emotional) Cognitive (Mental)
Students begin to combine
motor skills into movement
sequences, and create simple
movement sequences in
response to a variety of stimuli.
Students advance from creating and
playing games on their own or with a
partner to playing in small and large
groups.
Students develop a sense of spatial awareness
and use this individually and in a team
environment to tactical advantage during a
game situation.


Pre-requisite skills required
What basic skills or knowledge should
students bring with them to this lesson?
Students should be perform basic motor skills such as running, hopping, jumping and skipping, and be developing
competency in more complex skills such as throwing and striking balls. Students should be able to listen and follow
instructions effectively, and be working towards functioning as effective members of a team.

Time
In this
column
keep
track of
allocated
time for
the
activity
Activity/Content
In this column write short
description of activity (dot
points), include key rules,
modifications and variations for
the activity (Challenge or TREE
modification)
Organisation
In this column include points about
how you will organise the students
diagrams to show student
organisation should be included.
Equipment
List all the equipment
you need for this
activity here.
Safety Considerations
In this column write the
key safety issues for the
students to be aware of
Cues / Questions
What are the main
teaching cues or key
teaching points (KTPs)
you will use for this
activity?
How will you check for
understanding (CFU)?


5 minutes


Introduction:
Welcome students to

Quick get to know student
names; students stand around
the stretch circle (Jump-
circle of basketball court) and
take turns in saying their


-


-



-

Thomas Hatjidimitriu 900178777

class/ introduce self and
teaching team and brief
student introductions
names.

10-15
minutes
Warm Up activity:
Static warm up
exercises predominantly
stretching hands, arms
and legs for running and
throwing activities.

Students will be organised
around a stretch circle using
the jump-circle of the
basketball court. Teacher will
also be standing in this
position delivering
instruction.

- Not to interfere
with others
stretching,
Not to stretch
hard or long
enough to cause
injury

-
Play a few rounds of
Handshake Tiggy as a
whole group.
Students will be given
boundaries of game (i.e.
half court and base line
and side lines of
basketball court) and
explained the game:
Two taggers try tag the
rest of the students,
when tagged students
must stand still and wait
for someone to come
and do the pre-
determined handshake
to allow them back into
the game. Handshake
will be demonstrated at
Students will be asked to
spread out throughout the
area of one half of the
basketball court
- Students must
consider
awareness of
other people
whilst moving on
the court

Tagging each
other softly
What are these
students doing
so that they
dont get
tagged? Lurking
near
boundaries,
spatial
awareness,
dodging/faking
What tactics are
the taggers
using in tagging
people?
Cornering,
teamwork, etc.
Thomas Hatjidimitriu 900178777

beginning of game.
Taggers will be changed
every round. Make
handshake interesting
by using words such as
hot potato and pow
for students to
remember.
Modifications:
- Rather than running students
must jump, hop, gallop or skip in
the game,
- Other variations may include
changes in speed (such as fast
and slow movements) or various
directions of movement (such as
walking backward)
- handshake can be altered
-boundaries may be altered
Clumps - Using the
same boundaries from
previous activity,
students listen to
teacher instruction (i.e.
hop, skip, swim, chicken
wings,) of motion
around area. When
whistle blows they must
Same as previous activity,
game will be played within
boundaries of the basketball
half court
- Students must
consider
awareness of
other people
whilst moving on
the court
Who are the
people who are
last to form a
clump?
Listening skills
Thomas Hatjidimitriu 900178777

form clumps as
directed by teacher (I.e.
form groups of 3, find 2
people with the same
colour hair as you, etc.)
Modifications:
- Rather than running, students
must jump, hop, gallop or skip in
the game,
- Other variations may include
changes in speed (such as fast
and slow movements) or various
directions of movement (such as
walking backward)
After a few rounds of this,
have students form two
clumps (i.e. 2 groups of ten)
which will form teams for
following activity making
transition easier.
5-10
minutes
Main body of lesson:
Minefield - 2 teams.
One team on each side
of boundary (half court
line). Players pick up
newspaper balls from
their side and throw it
over to the other side.
Aim of game is to get rid
Students will be already
organised into two separate
teams from previous clumps
activity
Each team will be on their
side of the basketball half-
court line within the court
boundaries
Newspaper
balls
No diving for balls
Aware of people
around each other
No targeting
others with
newspaper balls
Proper technique
of
Where can we
throw the ball
to make it
harder for the
other team?
Throw into
space away
from opposition
Thomas Hatjidimitriu 900178777

of newspaper balls from
teams space and get
into oppositions space.
The side with the most
newspaper balls at the
end of the round loses.
Student can only throw
on ball at a time.

Modifications:
- Boundaries can be
redefined,
- Students can only throw
underarm/overarm
- Students must hop or
skip while playing
Give demonstration of how to
throw overarm/underarm-
stand side own pointing at
target and twisting hips.




overarm/underar
m throws





players
Where might be
the best place
to stand on your
side of the
court? Closest
to where the
newspaper balls
are landing-
spatial
awareness






15-20
minutes
Hit 4 and Go - 2 teams.
One team fields and the
other team takes it in
turns to hit 4 balls off
short tees. Once all 4
are hit, the batter runs
to a base (dot mat) and
back to home base for
Students will remain in same
teams from previous activity
Fielders will be spread out
throughout the playing field
while batters are lined up
waiting for their turn to bat
Boundaries will be established
Kanga-Cricket
bat
4 different
sized balls
2 bases (home
and first base)
Bucket for
Once batter has
hit all 4 balls, they
must drop the bat
before they run,
not throw it,
Fielders must be
aware of
movement of balls
Where can
batters hit the
ball to make it
harder for the
other team to
field? Hit into
space away
from opposition
Thomas Hatjidimitriu 900178777

one run. Fielders gather
the 4 balls and place
them in a bucket as fast
as they can to stop the
other team from scoring
runs. Once all balls have
been collected they
must stop and batter
counts runs made.
Things to Remember:
Balls cannot be hit
behind batsman.
Teacher must use
terminology such as
batter-up and foul-
ball when asking for
next batter to have a go
and when ball is hit
backward.
at beginning of game, again
using half court boundaries of
basketball court
Refer to picture below
balls to be
collected in

so to not get hit players
How might
fielders work
together to
keep the other
team from
scoring runs?
Spread out
throughout
field, anticipate
where ball
might get hit,
pass to team-
mates to get
balls in bucket
5 minutes Cool down activity
- students stand closely side-by-
side around stretch circle with
one bat each with their feet
apart touching each others
feet. A ball is placed in the
middle of the circle and
students must aim to strike the
ball away from their legs (goal).
If the ball goes through their
legs they put their feet together
- Students are brought back to
the stretch circle to await
instruction
1 bat per
student
Soft ball

Students must be
aware of people
next to them and
not swing their
bat; all bats must
be swung in an
underarm motion.
How might you
score a goal?
Try catch others
by surprise
How could you
defend from
people scoring
between your
legs? Be aware
of the ball,
monitor where
Thomas Hatjidimitriu 900178777

but can still take part in the
game. The last person to
concede a goal is the winner. If
there are not enough bats some
students can use their hands to
strike.

it going
Closure
- Students are asked to return
all equipment and pack up then
come back to the stretch circle.
Keep students in stretch circle
and reiterate skills developed
throughout game. Ask students
about different tactics used in
different games, what worked
well and what didnt, different
safety measures taken, etc.

- Students stay in stretch circle -


- - What was
something
important you
learnt today?
- What is
something you
did in more
than one game
to win?






Thomas Hatjidimitriu 900178777