Health and Physical Education Lesson Plan

Ben, Katie, Chelsea, Steven

School: University of Auckland Date: 16/05/2017 1.40pm - 2.20pm
Class: EDCURRIC 431 Student Nos. 30 Lesson length 30-35
minutes
Module or Unit: Teaching as an inquiry Lesson 1 of 1
(Gender Lesson)

Lesson Intention Personal Objectives

In this lesson, students are learning to: Groups objectives for professional development
Observe and critically analyse gender are:
stereotypes in PE. Convey lesson objectives clearly
Critically review the actions taken from the
group and as an individual on how we perform1.
to these stereotypes.
1.

Success Criteria
Students who are achieving the learning intention will be able to:
1. Adjust their actions in future lessons about gender
2. Be able to break the gender performances we are expected to play.

Entry Assessment
This lesson is based on the students having the following prior knowledge
Students have prior knowledge in both activities and are highly skilled - emphasis is not on the
activities themselves, however, on the way students act, and are split into groups.

Equipment and resources Curriculum/Achievement objectives

required Level Seven Health and Physical
Whistle Education
Rubber Rings B2: Positive attitudes
Sticks C2: Identity, sensitivity, and respect
Soccer ball x1
C3: Interpersonal skills
Cones - higher ones for goals
Bibs
Envelopes - characters
Values Key Competencies
Excellence Thinking
Innovation, inquiry, and curiosity Using language, symbols and texts
Equity Relating to others
Community and participation Participating and contributing
Integrity Managing self
Respect

Lesson Content
Lesson Flow
Time Teacher Activity Student Activity and Teaching Points

1. Introductory Activities
10m The opening activity will be a basic form of
a warm up game. We will be playing

Huggy Bears.
Students will move around and move in
certain ways that society deems are
normal movements.
Run like a girl
Move like a muscular man
Run like a fairy.
At each point, the students will be asked to
get into certain groups by numbers.
In the end we will need groups of 6 with 2
girls in each group.

Each group is given a set of envelopes Male

which has characters based on gender 1. Masculine jock
stereotypes that we find within Physical 2. Feminine male
3. Critical male e.g put downs
Education.
4. Respectful team player

Female
 1. Aggressive competitor female
2. Non-participating
3. Screamer (screams whenever the
ball comes to them)
4. Over flirtatious

2. Content Development In the 1st rotation there will be

20m
The gym is split in half. Boys on one side
and girls on the other side.
On one side, the girls will be playing
netball and the boys will be playing
football.
The team members open their envelopes
but do not share their personalities that
they have been given.
students acting as the gender
stereotypes (receiving
envelopes) but in mixed gender
teams, In the second rotation
Females will play netball and all
the males will play soccer, this
succumbs to stereotypes
society placed upon gender. It
is something for students to
think critically about when
playing. There are less females
than males in the class however
this works well into looking at
how the balance of the class
can be affected.

Female - Netball Teachers can allow participation

Male - Football to be hindered by different
aspects of gender within the
2 games on either side of the barn - 7-8
environment as it allows for a
minutes each then swap sides.
debrief.
All Male game?
Then Mixed game? Dominated but
females
5m3. Lesson Closure .
Debrief: In your initial mixed teams,
discuss the following questions before
sharing back to the class after each
question.
Q1 - Why do you think we split you into
boy/girl groups in the second game?
Q2 - What type of influence did the
students acting in character have on
the game? Positively and/or
negatively?
Q3 - Comparing the first and second
games, how different did they feel to
play in? What went well? What aspects
did you dislike? Why?
Q4 - Power - who benefits in the
situations given (reflect on split gender
perspectives & the gender stereotypes
enforced) and how may this impact
your participation/learning?