Term 3 Physical Education Plan 2018

Year 1 & 2- Athletics

Unit Essential Question: How do we use FMS skills to control our body and the way it moves?

Lesson1- What ‘Term 3’ specific skill do I hope to improve on by the end of the term?
Lesson 2- How do I move my body to help jump further?

Lesson 3- How do I perform an over arm throw using a vortex?

Lesson 4- What strategies can be used to help throw further?

Lesson 5- How can I make positive choices that impact my team?

Lesson 6- What strategies can be used to help my team?
Lesson 7- What positive choices do I make as an individual during a race?
Lesson 8- How can I co-operate with my team to give an advantage?
Lesson 9 & 10 - Did you achieve your goal and what contributed to this outcome?

Western Australian Curriculum Links

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 Year 1 Year 2
Movement and Physical Activity Movement and Physical activity
• Body management skills: • Body management skills:
 side roll (pencil)  forward roll
• Locomotor skills: • Locomotor skills:
 jump (one foot)  jump for height
 dodge • Object control skills:
 skip  overarm throw
• Object control skills:  punt
 underarm throw  two‐hand side strike
 ball bounce • Fundamental movement skills involving the control of objects and
• Fundamental movement skills involving the control of objects simple games:
and simple games:
 overarm throw
 kick
 kick
 catch • Simple games that use a combination of movement skills
 bounce Understanding Movement
Understanding Movement • Positive responses to physical activity, such as a feeling of wellbeing
• Physical changes to the body when exercising, such as: • Ways in which the body reacts during physical activity
 raised heart rate • Ways to maintain a balanced position while performing various skills
 increased breathing rate Learning through movement
• Ways to maintain a balanced position while performing various • Positive choices when participating in group activities, such as:
skills, such as throwing or running  dealing with winning and losing
Learning Through Movement  encouraging team‐mates
• Strategies that will assist with involving everyone in games • Alternatives and their efectiveness when solving movement
• Cooperation skills in partner and group work during physical challenges, such as:
activity practices  gaining possession
• Simple rules and fair play in partner, group activities and minor
 scoring
games
 changing positions
• Alternative ways in which tasks can be performed when solving
movement challenges  use of equipment
• Importance of rules and fair play in partner, group activities and minor
games

Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

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 Term: 3 Focus- Athletics
Week: 1

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

Resources Needed: rake, pits, jumps mat, cones

Essential Question: What Introduction: Planning for

‘Term 3’ specific skill do I Discussion of Rules and Expectations of the Term differentiation
hope to improve on by the -Organisation Low level
end of the term? -Water bottles and Hats – Why Is important to always wear a hat outside? - Students
We Do: jump with
WALT: How to set a SMART Discuss our Unit EQ – What does this mean? What does it look like? minimal run
goal that that can be up or no run
achieved by the end of Term Discuss and make reference to the term planner of the upcoming events this term. up.
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Discuss what we already know about Athletics/events and evaluate current skill level in order Extension
Success Criteria: to set a SMART Goal for term 3 - Film student
I can set a clear goal using using delay
all components of SMART You Do: app and
I can set a realistic and Activity 1 - Long Jump Practice/ Technique student can
achievable goal Aim- watch the
I can set a goal for term 3 Students to focus on the movement of their body in order to jump higher and further jump and
Setup review
2 x jumps pits with mats. technique

Conditions
-Line students around the edge of the jumps pit
-Take Two steps back
- Students must practice leaping and taking of from one foot (without run up) and landing in
the pit with two feet
-Encourage students to go forwards
-Repeat as necessary to find students take of foot.
-Time Permitting- Students line up and practice running and jumping into the pit
Activity 2 – 75m sprints & relay practice (depending on lines being marked)

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 Assessment:
Lesson 1
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

Term: 3 Focus- Athletics
Week: 2

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

Resources Needed: rake, cones, long jump mat, tape measure

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 Essential Question: Introduction: Planning for
Lesson 2 How do I move my body to - Fast run up- carrying momentum through the jump differentiation
help jump further? - Students must take of using one foot and aim to jump as far they can into the sand. Low level
WALT: How to take of using - Ensure students walk forward and then out and around the pit - Students
one leg and landing in We Do: jump with
motorbike position. Discuss minimal run
Success Criteria: Why is it important to walk forward and around the pit? up or no run
I can take of on one leg, What helps us jump further? up.
land on two feet and walk
forward and out of the pit Why is it important to run as fast as we can? Extension
I can take of on one leg but You Do: - Film student
and most of the time land Activity: 1 – Long Jump using delay
on two feet. Aim- app and
I can take of using one leg. Students to focus on the movement of their body in order to jump higher and further student can
Setup watch the
2 x jumps pits with mats. jump and
review
Conditions technique
-Line the students up with a girls and boys line
- Students must practice running and taking of from one foot and landing in the pit with two
feet
-Encourage students to go forwards and exit the pit
- Record 3 jumps for each student and the students best distance.
-If student steps over the mat, it is a foul.

Activity 2- 75m sprints & relay practice (depending on lines being marked)
- Remind students that the relay event is a circle relay so they will need to stand on the
opposite side of the runner
Activity 3- Meteorites (Time permitting)
Aim-
Students to throw objects into the opposing teams base, aiming to land in the hoops for extra
points.
Setup
20 x 40m rectangle
Conditions
- Students cannot run with an object (vortex or grid iron balls)
- If the ball lands in a hoop without the other team catching the ball that is a point to the
other team
- You cannot throw the ball at the other team
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

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 Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

Term: 3 Focus- Athletics
Week: 3

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

Resources Needed: vortex, cones, rake, long jump mats, measuring tape

Essential Question: How Introduction: Vortex Throw Planning for

do I perform an over arm Introduce students to vortex and correct grip and throwing position differentiation
throw using a vortex? We Do:
Low level
Discuss grip-
WALT: how to correctly hold -Students
and throw a vortex with Rocket on the Launchpad- vortex flat on palm of hand throws from a
power and accuracy. Hand wraps gently around the body of the rocket standing start
Point into space focussing on
Success Criteria: Launch with arm following through grip and stance
I can hold and throw a Activity 1- Meteorites
vortex using the correct grip Aim- Extension
and stance with power and Students to throw objects into the opposing teams base, aiming to land in the hoops for extra
accuracy. points. - Students
I can hold and throw a Setup throws with
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 vortex using the correct grip 20 x 40m rectangle a run up-
Lesson 3
and body positioning Conditions emphasise
I can throw a vortex whilst - Students cannot run with an object (vortex or grid the
holding it correctly. iron balls) importance
- If the ball lands in a hoop without the other team of following
catching the ball that is a point to the other team through
- You cannot throw the ball at the other team with body.
Activity 2- Vortex Throw (Practice)
Aim-
Students to practice throwing a vortex with a run up.
Setup
4 x throwing lanes
Conditions
-Students must correctly throw the vortex using appropriate
over arm technique
-Students must stay behind the foul line
-Students must be sitting down whilst waiting for their turn.

Activity 3 – Long jump practice

Aim-
Students to focus on the movement of their body in order to
jump higher and further
Setup
2 x jumps pits with mats.

Conditions
-Line the students up with a girls and boys line
- Students must practice running and taking of from one foot and landing in the pit with two
feet
-Encourage students to go forwards and exit the pit
- Record 3 jumps for each student and the students best distance.
-If student steps over the mat, it is a foul.
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

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 Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

Term: 3 Focus- Athletics
Week: 4

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

Resources Needed:

Essential Question: What Introduction: Planning for

strategy can I use to help Recap- Previous learnt technique differentiation
me throw further? - Rocket on the Launchpad- vortex flat on palm of hand
WALT: -Hand wraps gently around the body of the rocket Low level
how to correctly hold and -Point into space -Students
throw a vortex with power -Launch with arm following through throws from a
and accuracy. standing start
We Do: focussing on
Success Criteria: Discuss why do we run up? grip and stance
I can hold and throw a Where should we aim?
vortex using the correct grip Why do we point our opposite arm? Extension
and stance with power and
accuracy. You Do: - Students
I can hold and throw a Activity 1- Vortex Throw throws with
vortex using the correct grip Aim: a run up-
and body positioning Students to throw a vortex with a run up as far as they can emphasise
I can throw a vortex whilst within the boundary. the
holding it correctly. Setup importance
4 x throwing lanes of following
Conditions through
- 3 attempts with body.
-Students must correctly throw the vortex using appropriate
over arm technique
-Students must stay behind the foul line (otherwise a foul is
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 issued and does not count)
Lesson 4
-Students must be sitting down whilst waiting for their turn.

Activity 2- Leader ball practice (bean bags) 1m apart.

Aim
Leader must throw the ball to each person on their team.

Setup – Basketball Courts or on the marked out squares on track

Dots or cones 1 metre apart for 4 teams of 6

Conditions
-Each person must catch and throw the ball once
-Once your turn is over you need to sit or bob down
-if a ball is dropped player must pick it up and return it to the dot.
-Other players must not touch the ball
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

Term: 3 Focus- Athletics
Week: 5

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

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 

Resources Needed:

Essential Question: How Introduction: (Assessment- underarm/overarm throw) Planning for

Lesson 5

can I make positive choices Introduce students to leader ball + flag races differentiation
that impact my team? Leader ball teams of (6)- leader is usually you most confident thrower and catcher Low level
We Do: -position
WALT: how we can make Discuss the importance of throwing accurately student in at
positive choices which Discuss how we can make positive choices. the front of the
influence my team in a good What types of things help my team? line
You Do: -Encourage
and bad way.
Activity: 1- Leader ball practice (bean bags) 1m apart. student they
Aim- can be the
Success Criteria: Leader must throw the ball to each person on their team. When the player catches the ball, leader of the
I can describe 4 choices that they must place the ball stationary on the dot. Run around the back of the line, then around flag races.
help influence my team the leader back to the ball and return it to the leader and sit down.
I can describe 2 choices that Setup – Basketball Courts or on marked grids on running track Extension
help influence my team Dots or cones 1 metre apart for 4 teams of 6 -Encourage
student to be
I can describe a choice that
Conditions the leader or at
helps influence my team -Each person must catch and throw the ball once the back of the
-Once your turn is over you need to sit or bob down line of leader
-if a ball is dropped player must pick it up and return it to the dot. ball
-Other players must not touch the ball.

Activity : 2- Flag Races

Aim -
Each player must carry one flag at a time and place them in the bucket until all three flags are
out then tag the next player from your team and sit back down in line.

Setup
4 sets of buckets in a line spread 2m apart.

Conditions
-Students can only carry one flag at a time
-Students must not leave the line until tagged or high fived from the previous player.
-First team all sitting down wins.

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 Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

Baldivis Gardens Primary School

Physical Education Class/set: Year 1 & 2 Teacher: Jamie Gardiner

Term: 3 Focus- Athletics
Week: 6

Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?

Resources Needed:

Essential Question: What Introduction: Tunnel ball + Rotational Pass ball Planning for
strategies can be used to Introduce students to the rules of Tunnel ball differentiation
help my team? Both feet start on the dot, on GET SET- right leg goes out wide forming the tunnel. Low level
We Do:
WALT: how strategies can Discuss why it’s important to work with your team mates?
help my team perform Discuss what are strategies or tactics? Extension
better during games and You Do:
activities Activity: 1- Tunnel Ball
Aim
Success Criteria: Students must roll the ball backwards through each player’s legs to the person who is at the
back who must run and take the ball to the front dot and roll it back through again until

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 I can describe 4 strategies
Lesson 6
that help my team perform
better during a game.
I can describe 2 strategies
that help my team perform
better
I can describe a strategy
that helps my team perform.
Physical Education
Term: 3
Week: 7
Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?
everyone in your team has received and rolled the ball.
Setup
4 teams of 6/8
Conditions
-Player at the back must remember to stop the ball
-If the ball goes out- that player is responsible for bringing the ball back and rolling it again.
-Once everyone has had a turn the leader must run the ball through the finish line and all
team member must be sitting down.
NO ROTATING
Activity : 2- Rotational Pass ball
Aim
Students must pass the ball through the zig zag formation to the person at the end, then they
run with the ball to the leader’s dot and everyone must shuffle up one spot.
Setup – Basketball court or on marked grid on oval
4 teams of 6/8
2m gap
Conditions
Students must have one foot on a dot at all times
Students cannot rotate until the last person receives the ball and begins running.
Once the leader receives the ball the rune the ball through the finishing line and all players
must be sitting down.
Activity 3 – Leader ball practice
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.
Baldivis Gardens Primary School
Class/set: Year 1 & 2 Teacher: Jamie Gardiner
Focus- Athletics
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 Resources Needed:
Lesson 7

Essential Question: Introduction: Running Technique Planning for

What positive choices do I Introduce students to appropriate running technique differentiation
make as an individual during -high knees Low level
a race? -arms bent 90degrees -If student
WALT: how to make positive -swinging arms power your legs can’t run,
choices in a winning or We Do: partner them
losing situation. Discuss why making positive choices after a race is important with someone
Success Criteria: Discuss “What are positive choices? “ that they can
I can describe and show 2 time.
positive choices when Discuss how running technique will improve your race.
winning and losing You Do: Extension
I can describe or show 2 Activity: 1- Individual Races- (Timed) -Student to
positive choice when I win Aim model
or lose Students must partner up and accurately time their partner using the stop watch and then handovers and
I can describe a positive record the time. running with a
choice Setup baton
8 x 100m lanes marked with agility poles -Help with
Conditions judging
-Students must stay in their own lane until the finish line
-Students must begin running on go.
Activity : 2 – Relays
Aim
Students must run in their lane as part of a team and hand over a baton once they get to the
other side of the track.
Setup
4 x lanes set up with agility poles
Teams of 4/6/8
Conditions
-Only one student runs at a time (Student with baton)
-Students must exchange the baton to team mate around the outside of the agility pole.
-First team who completes the race with all players sitting down wins the race.
Activity 3 – Team game practice (all team games except flags)
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.

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Physical Education
Term: 3
Week: 8
Unit Essential Question: How do we use simple strategies and positive choices when participating as a team or individual?
Resources Needed:
Essential Question: How
can I co-operate with my
team to give an advantage?
WALT: How to co-operate
with team mates to give my
team an edge.
Success Criteria:
I can describe 4 strategies
which helps my team
perform.
I can describe 2 strategies
which helps my team
perform
I can describe a strategy
which helps my team
perform
AVID Strategies:
Baldivis Gardens Primary School
Class/set: Year 1 & 2 Teacher: Jamie Gardiner
Focus- Athletics
Introduction: Team Games + Individual Races + Tug O war Planning for
We Do: differentiation
Discuss the importance of team work and working co-operatively.
Discuss the importance of sportsmanship and fair play
You Do:
Activity 1 – Team games
Activity 2 – Individual races
Activity :3- Tug o war
Aim-
Students must work together as a team pick up and pull the rope as hard as possible to bring
the flag and the other team over the coloured finishing line.
Setup
2 x equal teams standing on opposite times
Teams must be staggered in a boy girl formation and have equal numbers.
Conditions
-On your marks – stand up tall Get set- Pick up the rope GO- Pull
Winning team is the team who pulls the coloured flag over their own finishing line first.
Assessment:
Students will be assessed through observation and on-going questioning of their
understanding of the KTP’s of specific skills and Game rules.
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 WWW EBI

TEAM GAMES
Leader ball/bag
Team of 6 ( leader plus 5 runners ) for Yr 1 & 2 – 1m gap
Team of 8 (leader plus 7 runners) for Yr 3 – 6) - 2m gap

( 1m 1m ) 1m 1m 1m 1m 1m 1m 1/2m 10m Finish

1. Runners stand on the dot to catch the ball, place the ball on the dot, then run clockwise around the team around the
back person before going around the leader, pick up the ball and throw back to leader.
2. Runner then crouches over their dot.
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 3. Underarm or overarm throws may be used.
4. The runner may not touch any other player whilst running.
5. The leader and last player must stand tall with two feet on their dot whilst a runner is going around them.
6. Only the person “in play” may touch the ball.
7. Competitors must not cross through other teams to retrieve dropped balls, but must go around them.
8. The leader and throwers must have one foot on the dot when in the action of throwing.
9. When the leader receives the ball from the last runner, he/she must place the ball on the leader’s dot before running to
the finish line.

Starting:

ON YOUR MARKS: ALL PARTICIPANTS STAND UPRIGHT ON DOT.

GET SET: LEADER PICKS UP BALL, LEADER AND FIRST DOT CAN MOVE FOOT.

WHISTLE/HOOTER

Year 1 and 2’s- use a bean bag Year 3-6 use a softball

ROTATIONAL PASSBALL

Size 4 Netball - Year 1- 6

RULES

Teams consist of eight members. The lines are 4 metres apart for seniors and 3 metres apart for intermediates & juniors. Each student is 2
metres from their neighbour and opposite a space in the opposite line. Leader has their right shoulder to the finishing line.
1

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8
 Child

Direction ball is passed and children move

The shoulder pass and chest pass are permissible.

-The ball passes diagonally from player to player, until it reaches the person in position 8. Position 8 then runs AROUND the back of their
team to position 1.

-All other team members move to the dot they threw to.

-This continues until the original starter is in position 8.

-If the ball is badly passed so that it does not reach the player for whom it is intended, or goes beyond that player, the receiver picks it up,
returns to their place and then throws.

-Any thrower must have their front foot on the spot when they throw.

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When the ball is received, no foot must be forward of the mark (dot).

STARTING a) Take your mark........ - feet together on dots.

COMMANDS: b) Get set ........... - pick up the ball.

c) Beeper/Whistle-----------------(Start signal.)

Tunnel Ball (no Shuffling)

Years 1-6- Size 4 Netball

a) 8 team members stand on their marks in a line with 1 metre gaps.

b) The person at the front of the line (leader) starts with a netball and this is rolled from front to back through the legs of all the
team members.

c) The person at the back should crouch down and wait for the ball to come through to them. Once this happens they pick it up
and run to the front of the line to the first empty dot.

d) If the ball doesn’t go through a child’s legs it must be retrieved by that child and they must through it backwards between
their legs to continue.

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 e) This process continues until the original leader retrieves the ball from the back of the tunnel. They must then run forward with
the ball, past their team mates and over the finish line, 10 metres away.

STARTING COMMANDS:

A) Take your marks - 2 feet on dots

B) Get set - Pick up ball and step left foot out to the side

C) Buzzer/Whistle - (Start signal)

Starts with ball

Child
Track Events
Empty dot

Fence
Division Races
Please place your students in order from fastest to slowest (2 per division)

Child

Year 1/2 – 70m sprint Empty dot

Year 3-6- 100m sprint Fence

Person who started with the ball

200m race- Year 3-6

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-optional to trial

-Top 4 students selected and must be recorded.

-staggered start

-students must stay in their lane the whole race

400m race (5/6) only-

-Top 4 students selected and must be recorded.

-staggered start

-students must stay in their lane until they have turn the final bend of their first lap of the 200m track.

Tug ‘o’ War

AIM: In tribe groups children will test their strength and team work.
In this game 2 teams will pull on the rope until the flag is pulled past the markers.

SAFETY: Makes sure the area is free from objects which could cause a fall or trip. Never wrap the rope
around arm or hand as this can lead to burns.

EQUIPMENT:
1 Tug o War Rope
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2 x white cones

SET UP:(Dots represent where the cones need to go & X’s represents where children are)
Equal teams of up to 10
Students must be staggered on either side of the rope

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