Student Name: Madeleine Hayes St ID: 2101506

Lesson Plan
Curriculum Area
Learning objective
(from Unit Overview)
for this particular
lesson

Physical Education

Year Level 10

Students will understand how heath related components of

fitness and skill related components of fitness differ.
Students will know that particular components need to be
trained through different training methods for a particular sport
or activity.
Students will be able to transfer the knowledge and
understanding of fitness components into their RAFT
assignments.

Essential questions
for this lesson

How do the fitness components for an marathon runner differ to

those of a shot putter?
What are the main fitness components used in a particular
sport? i.e basketball, tennis, rowing.

Lesson number(s)
from unit plan
sequence
Suggested content
or outline of lesson

2 out of 6

Length of lesson 80 minutes

1. Warm up activity shown on powerpoint (Appendix 1). 5

minutes class discussion on the warm up activity.
2. Class will be introduced to the health and skill related
fitness components via a powerpoint, taking notes on
definitions.
3. Students will design a flow chart, choosing a sport and
listing the skill and health related fitness components for
that particular sport. Definitions of the components must
also be included.Groups of two with another student is
interested in the same sport. Both students need a copy of
the flow chart.
4. Students will then work through the workbook (Appendix 2)
and answer the short answer questions for skill and health
related components. Hand in workbook at the end of the
lesson.
5. The RAFT assignment will then be introduced to the
students. Students will have three weeks to complete the
RAFT. They have to choose one option from each of the
Role, Audience, Format and Topic. Remaining class time this
lesson will allow them to choose their RAFT and use the
information from last week and todays lesson to get started.

Check for
understanding

Workbooks will be handed in at the end of the lesson. The

teacher will be able to check what the students understand and
what needs to be covered in greater detail.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

Visual, verbal, tactile
and technological
Teacher will talk students through each of the components.
supports
Workbook is used as a visual aid for the students. This can also
be accessed online.
Instructional
approaches

1)
2)
3)
4)
5)

Resources or
supplementary
materials

Appendix 1- Warm up Activity

Appendix 2- Workbook
Appendix 3- Checklist

Classroom
environment
what have you had
to change to meet
student needs

Colaborative work
TEacher directed
Inquiry
Guided discovery
Teaher directed/ Guided

The classroom will be set up in tables of two.

Students will pair up with another student, who is also interested
in a similar sport. Together they will design a flow chart.
Online copies of the definitions and workbooks are available.
The RAFT assignment is interest based, so students will be able
to choose their role, audience, format and topic on an area of
fitness and training that they enjoy.

Lesson reflections (to What worked? What didnt? Why/Why not? What could I change
be done on completion next time?
of lesson in professional
exp.)

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

Differentiated RAFT
RAFT topic: Training programs
Curriculum Area: Physical EducationYear Level 10

Lesson no: 2 of 6

Brief description/Rationale:
The unit involves the students looking at different training methods and fitness
components in order to be able to design a accurate training program. The first week
covers the different training methods, then moving into the different fitness components,
fitness testing and training principles. Students will be involved in labs, where they are
actively involved in fitness testing of each of the major components. Students will be
able to relate the fitness methods to a sport that they are interested in, demonstrating
the benefits of specific fitness training.

Learning Objectives: As a result of completing the RAFT activity

students will:

This RAFT is differentiated by

Interest

Understand: The concepts of different training methods.

Understand: How different sports require different training
programs.
Know: The different components of fitness that need to be training
for a sport of their choice.
Be able to: Design a fitness program for an sport of their choice,
through a report, role play or written schedule.

When and how this RAFT will

lesson and/or unit

The RAFT will be used at the end

discussed the various fitness com
work through their workbook. The
making assignment that will bring
week unit together as a summati

Assessment criteria

A checklist will be used to ensure

the objectives throughout their co

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

RAFT Title: Fitness programs

ROLE

AUDIENCE

FORMAT

Personal Trainer

Australian Institute of Sport Role Play

Australian Sports coach

Athlete

Report

6 week Training Program

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

Appendix 1: Warm up
What are some examples of continuous training activities?
Appendix 2: Work Book
Year 10 Physical Education
Training Methods and Fitness components.
Week 2 Lesson
Health related fitness components
Complete a table that defines the main components of health related fitness. In a second table list three team
sports and three individual sports and identify the components of health related fitness required in each of your
chosen sports.
Using a table like the one below, define each of the components of health related fitness.
Component

Definition

Speed

Speed is..

Example of a sport

In a table like the one below, list three team sports and three individual sports and identify the components of
health related fitness required in each of your chosen sports.
Team Sport

Components of fitness required

Basketball

Speed, muscular endurance, strength etc

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

Individual Sport

Discuss the reasons why you think each component of health related fitness is required in each of your selected
sports.

Skill Related Fitness Components

Complete a table that defines the main components of skill-related fitness. In a second table list three team
sports and three individual sports and identify the components of skill-related fitness required in each of your
chosen sports.
Using a table like the one below, define each of the components of skill- related fitness.
Component

Definition

Agility

Agility is the ability to change

direction quickly, combining
speed, balance, power and coordination.

Example from Sport

1 Teachersnet (2015)

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

In a table like the one below, list three team sports and three individual sports and identify the components of
skill-related fitness required in each of your chosen sports.
Appendix 3: Checklist
Role Play
-Show an understanding of the different training methods for their chosen topic.
-Present 15 minute presentation -hand in oral script
-Highlight fitness components for chosen topic
-Demonstrate how each of the fitness components could be trained
-How many times a week would each component be trained
-Show understanding that different sports require different training programs
-Sources acknowledged
Report
-Show an understanding of the different training methods for their chosen topic.
-Demonstrate how each of the components could be trained
-800 word count

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

-How these components are different to another sport
-How to test these components
-Sources acknowledged
6 Week Training Program
-Show an understanding of the different training methods for their chosen topic.
-6 week training program (minimum 3 sessions per week)
-Highlight fitness components for chosen topic
-How many times a week would each component be trainied
-Show understanding that different sports require different training programs
-Sources acknowledged

Reference List

Gargiulo, R.M. & Metcalf, D. (2010). Teaching in todays inclusive classrooms: A

universal design for learning approach. Belmont, CA: Cengage Learning.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)

Student Name: Madeleine Hayes St ID: 2101506

Sousa, D.A. & Tomlinson, C.A. (2011). Differentiation and the brain: How
neuroscience supports the learner-friendly classroom. Bloomington, IND: Solution
Tree Press.

Teachers.Net - PHYSICAL EDUCATION LESSON PLANS - Free Lesson Plans

for Physical Education teachers. Gym teachers, Coaches, P.E. Instructors,
Sports Coordinators. (n.d.). Retrieved from
http://teachers.net/lessonplans/subjects/physical_education/

Tomlinson, C. A & Imbeau, M. B (201). Leading and managing a

differentiated classroom. Alexandria, VA: ASCD.

Tomlinson, C. A & Jarvis, J. M. (2009). Differentiation: Making curriculum

work for all students through responsive planning and instruction. Stores,
CT: Creative Learning Press.

EDUC4720/21 2015 Jane Jarvis RAFT format and template adapted from Tomlinson (1999)/ Buehl (1998)/ Doubet (2011)