Lesson Plan

Day: M T W T F

Date: 26/08/2015

Year: PP/Yr1

Learning Area: Health and Physical Education

Underarm throw & catch

Curriculum content description:

Topic: FMS-

(from ACARA)

ACPMP008- Practise fundamental movement skills and movement sequences using

different body parts and in
response to stimuli
ACPMP025- Perform fundamental movement skills in different movement situations

Students prior knowledge and experience:

(Outline what the students already know about this topic)
Some students are in the associative phase of learning/skill acquisition. Able to
perform basic elements of each skill relatively well. Success rate 5/7 out of 10.
Majority of students still in cognitive phase of learning/skill acquisition. Basic
elements of skill are still undeveloped. Rely heavily on teaching points, prompts
and feedback.
Class knows:
- What an underarm throw is
- General movement of swinging arm
- Most know that swinging arm must stay straight
- Know that catching involves both hands

Most will follow the path of the object in order to execute a successful
catch.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
To develop/refine the skills required of students when sending, controlling and
receiving objects at different levels and in different ways in varying movement
situations.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
1. Demonstrate appropriate stance
when throwing and catching the

Student centred
learning/activities allowing for
ongoing observation gauging
understanding and ability

object.
2. Swinging arm stays straight,
swings back and follows through
while throwing.
3. Eyes focus on the flight of the
object when catching
4. Students catch the object in their
hands and pull it into their
stomachs.

Success of groups and

partnerships during games
Assessment during first activity
using rubric/checklist
(observation)

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-

Cones (for boundaries and marking where students must be positioned)

Class set of beanbags
6 Hula-hoops
14 Scarves (lengths of fabric) one per pair
6 Balls (large, soft)
14 pegs- one per pair

Boundaries marked prior to the lesson commencing to save time.

Activity areas set up.

DECORATE
A COOKIEGroup

starting
point
(cones)

Area for
PEGS
and
FALLIN
G
LEAVES
AND
ACORN

DECORATE A
COOKIE- COOKIES
(hula- hoops)

LADDERSCones to show
students where
pairs sit

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
-

Timi
ng:
10
min

Change means of locomotion during any activity to increase or decrease

difficulty depending on students needs
In activity (1) change the distance of hula-hoops from throwing line to
either decrease or increase difficulty
Using different objects when throwing and catching. A leaf (scarf)
compared with an acorn (beanbag) in activity (2)
Ensuring clear concise direction at all times to cater for all students
Using different types of questioning to ensure participation is achievable
by all. (convergent and divergent questions)
Calling on students using their names when asking for answers to a
question (will include students that are less confident or shy)

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

WARM UP ACTIVITY- PEGS

Why do we warm up?

What do we need to warm up?
Warm muscles
Reduce risk of injury
Get blood flowing
- Divide class into pairs.
STAND UP, HAND UP, PAIR UP
(students stand up with hand up, high five another student with their hand raised and
both sit down as an established pair)
Choose student to do demonstration

Pairs choose which of them is a number one and number two.

Number ones get a peg and place it on the back of their partners
shirt.
When teacher yells GO the pegs start running and partner
tries to capture the tail peg.
When successful, roles are reversed.
Walking
Running
Skipping
CHANGE THE LOCOMOTOR
MOVEMENT
Hopping
Side stepping
Jumping
If students are struggling to catch partner, prompt role reversal.

INTRODUCTION TO ACTIVITY 1- DECORATE A COOKIE

2
min

Engage learners through explaining next activity

I have a problem and I need your help!
DECORATE A COOKIE ACTIVITY EXPLANATION
What toppings do you like on your cookies?

2. Sequence of learning experiences: (What will you do to help

the students achieve the learning objectives? What tasks and
activities will the students be involved in to help achieve the
learning objectives?)

ACTIVITY 1- DECORATE A COOKIE

15
min

Choose student to do demonstration

How should we throw the bean bag?
Under arm throw
Do I under arm throw the bean bag like this?
Opposite foot forward
Arm should be straight
Pointing to target
Swing like a grandfather clock
-

Choose 6 students giving them a number (1-6)

Have them hold their hand up with number displayed
Number the rest of the children 1-6 and have them stand behind
classmate with same number.
(should end with approx. 6 groups of 4)

One student from each team runs with bean bag to throwing line
Student throws beanbag (topping) into the hoop (cookie) using
underarm throw
Student returns to group to tag the next student and so on
Once all of the bean bags (toppings) are gone, team sits down
If all beanbags land in the hoop, the hoop may be moved further
away from throwing line (cookie pushed further into the oven)

ASSESS students at the throwing line via observation, recording

on marking rubric/checklist
-

Provide verbal cues here

Provide feedback

We have just practiced our throwing, what might we want to practice

now?

10
min

ACTIVITY 2- FALLING LEAVES AND ACORNS

STAND UP, HAND UP, PAIR UP
(students stand up with hand up, high five another student with their hand raised and
both sit down as an established pair)
-

Pairs establish who is number 1 and who is number 2

If I am talking about falling leaves, what time of year should we pretend

it is?
Autumn
March
April
May
Its Autumn and there are leaves falling from the trees!
Pick student to do demonstration with

Follow leaf with your eye

Move toward the leaf
Soft fingers and big hands
Pull the leaf into your tummy

Number ones receive a scarf (leaf)

Number ones under arm throw the scarf into the air and their
partner must catch it
Catch 5 in a row then roles reverse
Introduce acorn (beanbag)
Same again
If you catch 10 in a row then roles reverse

ASSESS through observation

-

10
min

Reinforce teaching points

Verbal cues
Feedback

3. Lesson conclusion: (How will you summarise the learning and

relate it to the lesson objectives?)

COOL DOWN ACTIVITY- LADDERS

STAND UP, HAND UP, PAIR UP
(students stand up with hand up, high five another student with their hand raised and
both sit down as an established pair)
-

Change pairs

Choose one student to sit on one cone, other student sits on opposite cone

Kissing feet
Choose Student to do demonstration
-

3
min

Number the pairs 1, 2, 3

Call a number
The pair that this number corresponds to must run towards the
end of the ladder stepping over the rungs (other pairs of legs)
Once they reach the end they run back around their team and sit
back down
The team of the first student back wins

EVALUATION/DEBRIEF
Reiterate and establish learning objectives through questioning. Also
able to assess understanding this way.
What skills did we learn today?
How does our arm look when we throw under arm?
Does it stay still?
How do we stand?
How do we catch?
What are our fingers and hands doing?
Do we look away from the leaf/acorn?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
-

All of the students found every activity that we played to be engaging and fun
Students loved the warm-up activity
Student engagement was high during decorate a cookie as a result of the engaging
story/ purpose of the activity
Using a familiar strategy when pairing students meant that this job became fast and
effective.
Grouping students using numbering was fast and effective
I needed to revise my decision regarding boundaries for the first activities. Giving
them a smaller boundary with other objects visible outside meant that during this
highly exciting activity students forgot and often ventured outside of these
boundaries.
- Next time I will setup the equipment for the second activity AFTER the warmup while students go for a drink break enabling them to venture further into
the space available to them.
I often changed the way I attempted to gain the students attention. Using clapping,
raising my voice or putting my hand up. Next time I will choose one way of doing this
and explain this to the class at the beginning of the lesson.
I asked students to decide which of their pair was a number one and which was a

number two. This caused some bickering and arguments. Next time I will ask
students to determine who is number one or two by using comparable
characteristics. Number one will have the longest hair, number one has the
biggest feet etc.
Next time I will send students in drink fountain groups to ensure control of behaviour.