SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Alison Duffy

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5/6 Time: 2-3pm Date: 02/05/19 Students’ Prior Knowledge:

- Fundamental movement skills – Catch, Underarm

Learning Area: Health & Physical Education throw and Overarm throw from year 4 Health and
Physical Education (ACPMP043)
- Combination of locomotion and object control
skills in minor games from year 4 Health and
Physical Education (ACPMP044)
- Experience of striking games including cricket,
softball and tee ball from previous years in Health
and Physical Education.

Strand: Movement and Physical Activity (MPA) Focus Area:

Active play and minor games (AP)

Sub-strand: Moving our body (MB)
Games and sports (GS) – Cricket
Fundamental movement skills (FMS) – Roll, throw, catch
Content Descriptor: Teacher’s Prior Preparation/Organisation:

Fundamental movement skills demonstrating adjustment Ensure the required space is available
of force and speed to improve accuracy and control Ensure the required space is safe (free of holes or
(ACPMP061; ACPMP065) objects that could increase injury risk, suitable
weather conditions)
Linking of fundamental movement skills to specific skills Ensure all equipment is available and in good
used in organised games, sports and activities – linking condition
throwing and catching skills to fielding (ACPMP061; Produce assessment sheet
ACPMP065). Have an idea of which students will/won’t be
grouped together
Bring whistle, water bottle and iPad with required
documents on, to the class

Equipment List
- 12 cones/flat markers
- 32 beanbags
- 6 soft cricket balls
- 6 sets of wickets

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 Australia’s engagement with Asia Sustainability
histories and cultures

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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:

• Demonstrate the ability to gather a rolling ball sent from ~5 metres away utilising the correct two handed
pickup technique, during the first and second activities.
• Demonstrate the ability to catch a ball sent as an underarm throw utilising the correct technique during the
first activity and end game.
• Demonstrate the ability to send a ball accurately to a target utilising the correct underarm throw technique.

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:

At the conclusion of the lesson, the teacher should consider the following –

- Did the students have adequate time and opportunities to practise the skills in order to see progress and
improvement?
- Were the activities appropriate for the class?
- Were all students able to participate fully? Were there appropriate extensions in p[lace for students struggling
or succeeding in the activities?
- Did all students actively participate in the activities? Could changes be made to the deign of the activities or
lesson in order to engage the students more?

Teacher self-reflection and self-evaluation:

At the conclusion of the lesson, the teacher should reflect on the following –

- What went well and how can I utilise that in the future?
- Did the students participate in all activities, why/why not?
- Was I clear in my presentation of the instructions and demonstrations – how could I improve?
- Were there any issues with the equipment, would other items have worked better?
- Did the students achieve the lesson objectives – what did they take away from the lesson?
- Were there any times in which student behaviour was poor – why was this?
- Did the students enjoy the lesson – how could the experience be made more positive for them?

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 LESSON PROGRESSION
Motivation and Introduction:
Time:
2.00pm - Welcome students to the class.
- Select 7 students to collect a cone each and help to set up the playing area.
- The rest of the class is instructed to collect one bean bag each and sit down together on top of their
beanbag.
- After setting up the cones, the teacher will sit down with the group to introduce the lesson.
- Discuss the game of cricket and the role of fielders.
- Discuss the link between fielding skills and fundamental movement skills they already know.
- Describe the lesson objectives.

Student Organisation Lesson Content Class Organisation

Resources/Equipment
2.03pm
WARM UP:
(begin - Introduce the first
Equipment:
explanation) Setting up: activity, describing the
aim and rules. - 8 cones to mark out the two grids
- Select students that
- 32 beanbags (one per student)
are typically highly - Separate the class into
2.05pm energetic and require two groups by splitting
structure to assist in them down the middle
(begin
activity) setting up to prevent and select one student
management issues. per group to begin as
the tagger.
Individual progressions: - All students other than
the tagger place their
- Excelling students can
beanbag in their pocket
attempt to throw with
and find a space in the
their non-dominant
grid.
hand.
- The tagger uses their
beanbag to underarm
2.12pm
Whole class progressions: throw at the other
(end students, attempting to
activity) - Have students utilise
hit them below the Image key:
other locomotor
waist. Students hit
measures – hopping, - Teacher = red
above the waist are not
skipping ect. - Students = blue
out.
- Have students throw - Tagger = blue with red beanbag
with their non- - When students are hit,
dominant hand. they take out their
beanbag and join the L – split easily into two even groups and
tagging team until there one tagger is chosen per group.
KTP’s: is only one student left
E – equipment is collected by the students
who is then the winner.
- Step, swing, release (one beanbag each).
- Eyes on the beanbag S – two grids with 2-3 metres in between,
- Quick feet on grass or concrete.
T – requires little set up/pack away time and
can be repeated for multiple rounds.

Bridging organization
2.12pm
- Teacher blows the whistle to bring students to a stop.
- The students in one grid are instructed to return their beanbags to the equipment pile while the other half
of the class hold onto their beanbag.
- All students come into the middle of the playing area and sit down.
- The teacher introduces the next activity.

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 - Introduce the activity,
ACTIVITY ONE: Equipment:
describing the aim and
rules. - 8 cones to mark out the two grids
2.14pm Setting up: - Students will remain in (same as used in the first activity)
(begin
their teams, with the - 16 beanbags (one per two
- Playing area is already teams standing at students)
explanation)
marked out from the opposing areas of the
warm up, no change is grid with a void zone
2.16pm required. between them.
- On the whistle, students
(begin
activity) on the team with the
Individual progressions: beanbags will throw
- Struggling students them into the other
2.18pm should be encouraged team’s grid as quickly
to move toward the as possible.
(end first
front of the grid in - The other team will
round)
order to throw a attempt to catch and
shorter distance. pick up the beanbags,
2.19pm - Excelling students can returning them to the
(begin attempt to throw with other team’s grid. Image key:
second their non-dominant - Any beanbags that land
round)
hand. in the middle result in - Students = blue
three points to the team - Beanbags = red
that threw it. - Void zone = black stripes
2.21pm
Whole class progressions: - After 2-3 minutes, the
(end teacher will blow the
second - All students throw with whistle and assign a L – remain in their 2 groups from the warm
round) their non dominant student from each team up activity.
hand. to count the beanbags
- Students must take E – one group returns their own equipment;
in their grid, adding on the other group keeps their beanbag.
2.22pm two steps back from the points for any
(begin third where they landing in the void zone, S – same two grids as per the warm up
round) caught/picked up the - The team with the activity.
ball before they can lowest score wins.
throw. T – requires no set up, can be repeated for
2.24pm multiple rounds.
- Underarm throw only. KTP’s:
(end third - Introduce overarm - Step, swing, release
round) throw. - Getting low to the Teacher preparation:
ground
- Soft hands - While students are working, the
teacher collects 6 sets of stumps
and 6 balls from the equipment pile
and places one of each behind
each cone on one side of the grid.
Two of the stumps will not yet have
a cone but they are to be placed
where the cones will go once
collected by students.

Bridging organization
2.25pm

- Teacher blows the whistle to bring students to a stop.

- Two students are selected to collect 2 cones each from the equipment pile.
- The rest of the class are instructed to collect the beanbags are return them to the equipment pile.
- The two students are instructed to add their two cones in front of the two wickets without a cone and
directly across, in line with each wicket and the other cones.
- Students are instructed to gather at the grid, facing the end set of wickets.
- The teacher introduces the next activity.

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2.28pm ACTIVITY TWO:
(begin
explanation)
Setting up:
- Playing area is already
marked out from the
2.32pm warm up, the wickets
and balls are added by
(begin
activity)
the teacher during the
activity prior and two
students add in the
extra 4 cones.
2.37pm
(pause
activity to
reiterate
key
teaching
points)
2.38pm
(resume
activity) Individual progressions:
- Excelling students can
attempt to throw with
2.42pm
their non-dominant
(end hand.
activity) - Feeders can bounce
the ball towards the
receiving students.
- Feeders can send the
ball towards the
receiving students
using a low underarm
throw.
Whole class progressions:
- Overarm throw to the
wicket keeper.
- Feeders can bounce
the ball towards the
receiving students.
- Feeders can send the
ball towards the
receiving students
using a low underarm
throw.
Bridging organization
2.43pm
- Teacher blows the whistle to bring students to a stop.
- The two middle groups are instructed to collect all their equipment and return it to the equipment pile.
- The two groups at either end are instructed to return one ball to the pile, keeping one and to move their
wickets to be in between the two cones, one at either end of the grid.
- All students gather at the equipment set up at one end of the grid for the instructions and demonstration,
remaining in their groups.
- Introduce the activity, Equipment:
describing the aim and
- 12 cones to mark out grid (same
rules.
as used in the first activity with 4
- The teacher will
extra)
separate the class into
- 6 balls
6 groups by numbering
- 6 sets of wickets
them off 1-6, they will
then move to stand with
their group.
- One group will
demonstrate for the
class while the teacher
explains.
- Two students will begin
at the wickets, one
behind the wickets and
two at the opposite
cone.
- The students either side
of the wickets will begin
with the ball and take
turns in rolling the ball
towards the opposite
students.
- The opposite students
will take turns to run Image key:
forwards to meet the
- Students = blue
ball, gather it and under
- Balls = red
arm throw it to the
- Zigzag line = bouncing ball
wicket keeper who will
- Straight line = thrown ball
hit the wickets.
- After 6 balls, students
will rotate positions.
L – learners are split into 6 even groups by
being numbered off and moving to stand
KTP’s: with them.
- Track, reach, give
E – equipment is the same as the previous
- Eyes on the ball
activities with the addition of stumps, balls
- Step, swing, release
and 4 cones, set up by both students and
the teacher.
S – same grid area as the previous activity.
T – requires little set up time, can be
repeated many times due to rotational
nature.
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 - Introduce the activity,
2.45pm END GAME: describing the aim and Equipment:
(begin rules. - 8 cones to mark out grid (same as
explanation) - The two teams that used in the last activity with 4 less)
Setting up:
were set up in the - 2 balls
- Playing area is already middle for the previous - 4 sets of wickets
marked out from the activity and split in half
2.47pm prior activity, the extra and the students join
wickets, cones and one of the other 4
(begin
balls are removed by teams.
activity)
the students during the - Two teams will be
bridging organisation. chosen to demonstrate
while the teacher
explains.
2.51pm Individual progressions:
- One team will begin
(teams - Excelling students can with the ball at one set
swap) attempt to throw with of stumps and the
their non-dominant students will pass the Image key:
hand. ball between their team
- Students = blue and red
using underarm throws.
- Teacher = grey
2.52pm - When a student has the
Whole class progressions: - Balls = red
ball, they cannot move - Dotted line = throw
(begin
- Rolling the ball along but they may pass it on
second
game) the ground only. to another member of
- Overarm throws only. their team. L – two groups of learners are split into half
- No wicket keeper, - Once the ball reaches and join the remaining four groups from the
throwing at the wickets the opposite end, the previous activity.
to score a point. student is to pass it to E – equipment is the same as the previous
2.56pm
their wicket keeper who activity minus 4 cones, 2 sets of wickets and
(end KTP’s: hits the wickets to score 4 balls – packed away by the students.
activity) - Communication one point. S - same grid area as the previous activity.
- Two-handed catch - If the ball is dropped or
a point is scored, it is T – requires little set up/pack away time and
- Track, reach, give
can be repeated for multiple rounds, playing
turned over to the other
team. different teams.

Bridging organization
2.56pm
- Teacher blows the whistle to bring students to a stop.
- Three students from each game are selected to collect the cones, wickets and ball, returning them to the
equipment pile.
- Students are instructed to come in and sit down in front of the teacher for the lesson closure.

Lesson Closure:
2.58pm
Teacher directs questions at several students:
- “What is the most important thing you learnt today?”
- “What do you need to remember when doing an underarm throw?”
- “What do you need to remember when doing an overarm throw?”
- “What do you need to remember when picking up a rolling ball?”
- “Why do we need to communicate with our peers when fielding?”

Ask particular students to demonstrate the skills and point out their correct technique.

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Transition:

- Add to notes regarding the ability and achievement of the students from the first lesson.
- Ensure the next lesson is prepared appropriately to carry on smoothly from this one.
- Ensure the next lesson is appropriate for the skill level of the students based on what was observed in the
first lesson.
- Ensure the next lessons incorporate appropriate strategies, tactics and rules to deepen student
understanding of the sport.

Assessment:

Formative assessment –
Students will be informally assessed on their fielding skills such as picking up the ball and throwing an underarm and
overarm throw, student understanding will also be assessed through questioning.

How –
Observational checklist – Time effective and useful way of assessing movement skills. The teacher will move around
to the groups of students making an assessment on their performance.

Picking up the ball –

Are the students demonstrating the correct technique by moving into the ball when picking it up instead of being
stationary, bending at the hips and knees and using a two hand pick up of the ball with pinkies together?

Underarm throw –
Are the students demonstrating the correct technique by facing the target while holding the ball, stepping forward
with opposite leg to throwing arm towards target and using a straight throwing arm in the direction of the intended
target?

Overarm throw –
Are the students demonstrating the correct technique by standing side on to the target, rotation of shoulders through
to the hips and following through with throwing hand going past the hip?

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