PE

Lesson Plan – Lesson 1

Name: Raelee Minuzzo and Jordyn Algar Time: 2.00-2.45pm (45 mins) Date: 3/5/18
Activity: Team/Relationship building & introduction to throwing through Class/Year: 5/6/7’s School: Lake Windermere Primary School
target games
Equipment: No. of students: 10 Lesson: 1 of 4
• 2 Basketballs
• 12 tennis balls
• 6 bowling pins
• 4 hula hoops
• 6 bean bags
• 1 whistle
• 1 timer
• 4 large rubber/foam mats
• 4 baseball rubber bases
• 1 large soft ball

ACARA: Year 5 & 6 Student Learning Outcomes Teacher Outcomes
Strand: Movement and physical activity Students will: Pre-service teachers will:
• Devise strategies in throwing techniques to get • Build relationships with students by getting
Sub strand: Learning through movement the ball to the other side the quickest, or knock involved in the game and motivating students
Content descriptor: Participate positively in groups and teams by over the bowling pins first, by helping out • Facilitate social interactions by helping students
encouraging others and negotiating roles and responsibilities (ACPMP067) teammates and communicating with each negotiate during conflict or in making decisions by
Elaborations: other. creating teams in a way that is non-biased and fair
• Understanding the contribution of different roles and responsibilities • Support their teammates by using positive • Provide a physically, socially and emotionally safe
in physical activities that promote enjoyment, safety and positive language and support in tactics and skills in environment where students feel confident to
outcomes for participants order to help them achieve success. take risks and fully participate by planning in a
• Demonstrating negotiation skills when dealing with conflicts or • Employ secondary general skills in throwing way that reduces physical hazards and by setting
disagreements different types of balls/objects. expectations and group norms in regards to
behaviour and attitudes.
Sub strand: Learning through movement • Provide positive and constructive individual and
Content descriptor: Apply critical and creative thinking processes in order group feedback during the games, after the
to generate and assess solutions to movement challenges (ACPMP068) games during discussions and wherever necessary
Elaborations: in a way that motivates students as well as helps
• Devising strategies and formulating plans to assist in successfully them with their techniques to experience success
performing new movement skills
• Recognising that there may be a number of solutions to movement
challenges and justifying which solution is most appropriate or
effective

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
Sub strand: Understanding movement
Content Descriptor: Participate in physical activities from their own and
others’ cultures, and examine how involvement creates community
connections and intercultural understanding (ACPMP066)
Elaborations:
• Participating in different cultural games or physical activities that
children in other countries play

Sub strand: Moving our body
Content Descriptor: Practice specialized movement skills and apply them
in a variety of movement sequences and situations (ACPMP061)
Elaboration
• Applying kicking, striking and throwing skills to propel an object and
keep it in motion
• Composing and performing a range of complex static and dynamic
balances on different body parts or rotating and/or pivoting
• Designing a sequence of passes between teammates to maintain
possession or move a piece of equipment from one point to another

Sub strand: Learning through movement
Content descriptor: Demonstrate ethical behaviour and fair play that
aligns with rules when participating in a range of physical activities
(ACPMP069)
Elaborations
• Proposing changes to the rules and/or conditions to create a more
inclusive game or to allow for a fairer contest
• Correctly interpreting and applying rules in physical activities

Student diversity
• All activities have been planned to allow for modifications based on
the different abilities and needs of students
• Target games can be altered to increase challenge and engage or
provide some ease and promote success for students who are finding
the activities level of difficulty not suitable for them
• All students will have opportunity for their voice to be heard in our
lessons and activities can be negotiated based on uncovered interests
and needs

General capabilities
• Critical and creative thinking – problem solving and devising strategies
• Personal and social capability – contributing to overall success of the
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 group by playing their part in completing challenges and tasks
• Literacy – using local Aboriginal Language in the Indigenous Games
• Numeracy - using elements of space, time, force, speed, distance and
accuracy to hit targets

Cross curricular perspectives
• Aboriginal and Torres Strait Islander Histories and Cultures – Yulunga
Games

Health and PE Curriculum Focus Areas covered:
• Games and Sports
• Relationships and sexuality
• Fundamental Movement skills
• Challenge and adventure activities



























EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Activity (and methods) Focus Shape Reflection Time
TEACHING POINTS CLASS ORGANSATION
Introduction: 5 mins
Pre-service teachers introduce themselves and Questions:
what our aim is over the next few weeks. • What do you think we
I Pre-service teacher start with the ball, say their expect from you
N name and favourite sport, then go in a circle and during our lessons in
T get the students to pass the ball around and say terms of behaviour
R their name and their favourite sport/favourite and participation?
O thing about PE. • Does anyone here play
or enjoy playing sports
D Explain what we are going to be doing today: Questions:
that involve throwing?
U Today we are going to be doing some • What are some of the key things • What would you like
C cooperative games and some group challenges, you think you will need to be to get out of these
T as well as an adaption of some traditional successful in these games today? sessions with us?
I Indigenous games. What are some of the key (Communication/Teamwork) • Does anyone have any
things you think you will need to be successful in questions?
O these games today? Communication/Teamwork.

N
Name tags:
Hand out name tags (draw star symbol on half of
the students name tags to split teams later)


Activity 1: “The Floor is Lava” Key Cues: 10 mins
Cooperative engagement activity/warm up • Remember, make sure you are Discussion & Questions:
Split students into two teams by asking those using team work • Ask each team what
with a star to go on one side, and the students • Slow and steady wins the race their strategy was.
without to go on the other side. • Communicate with your team • What worked?
Rules: • Don’t throw the mats too far • What didn’t?
1. Students must try and get all team members to • Consider how far everyone in your • What could you do
the other side of the river and back. team can jump/reach! better next time?
2. All team members must be on the mats at all • Help your team members balance
• What skills do you
times. • The floor is lava! think you developed?
3. Team members must come up with a strategy • Great job everyone!
to get them across the quickest, using teamwork.
• Remember to be honest, if you fall
4. If someone steps on the ground, they must go
off go back to the start
back to the start and start again.

5. First team back across the starting line, wins

Explain rules and once rules are explained, give

them 30 seconds to discuss strategies with their
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 team.
Note: Pre-service teacher to join in if there are an Explanation of what we are going to be
uneven amount of children on teams to make it covering:
fair • Cooperative games
• Games adapted from traditional
indigenous cultures
• Throwing games/target games
• Developing their skills in throwing
accurately by working on
techniques through different
activities
• Local language

Expectations:
• Best effort
• Positive attitudes
• Supporting class mates
• Safe practices

Indigenous Games Key cues: Reflection/Questions: 10 mins
Activity 2: Gorri • Wait for the signal • Why would Aboriginal
Description: This is a game involving the • Pick your target and/or Torres Strait
Islander people have
throwing of a ball (for a spear) at a moving • Stand side on
D • Ball in your fingers played this game?
target.
E Rules: • Ready • What could be done
V 1. Players stand next to each other along a line • Ball back behind the ear, wrist bent differently with this
E holding onto 1 or 2 tennis balls. • Step, elbow leads, points the game?
2. When the whistle is blown, they must throw fingers • What do you think the
L
their tennis balls at the basketball, which will be • Throw and follow through tennis ball and
O basketball represent
on the court in front of them, in an attempt to • Wait, Retrieve
P cooperatively try and hit the basketball, trying to for Indigenous People
M get it to roll across the line on the other side of whilst playing this
E the court in the least amount of time. game? (Kangaroo &
Spear)
N 3. Pre service teacher to time
Note: Children must only throw the balls at the • How does the game
T link to the culture of
basketball they cannot touch the basketball with
community?
their hands.





EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Progression: Key Cues: Progression:
1. Students split into two teams and must stand • Only throwing and aiming at the
facing each other from across the court on basketball
parallel lines. • Be aware of your surroundings
2. When the whistle blows, they must throw their • Wait for the signal
tennis balls at the basketball to try and get it over • Pick your target
the other teams line. • Stand side on
3. The team who gets it over the other teams line • Ball in your fingers
first, wins that round. • Ready
Note: Can be played a few times so that each • Ball back behind the ear, wrist bent
team has a chance to win and the highest scoring • Step, elbow leads, points the
team wins. fingers

• Throw and follow through

• Wait, Retrieve






Reflection/Questions: 10 mins

Activity 3: Gorri with Bowling Pins • Why would Aboriginal
Key cues:
Description/Rules: and/or Torres Strait
• Wait for the signal
1. Similar to Gorri, this activity will have students Islander people have
• Aim for your target
standing opposite a partner across the court on played this game?
• Underarm throw/roll
parallel lines. • What could be done
• Retrieve ball
2. In front of them will be a line of bowling pins differently with this
or empty water bottles. • Sit down once it has been knocked game?
over
3. When the whistle blows, students must verse • How do you think
the person opposite them to see who can knock • Go “…….” you can do it! Aboriginal People
over the bowling pin first with their tennis balls. • Well done ………! might have organised
Note: they must not aim for another pairs • Quick, collect the balls their teams? Why?
bowling pin, only theirs. • Aim and focus, then throw.
To allow students to have a fair go, each round all • Try rolling the ball, think of another
students can take one step to the left, so that tactic
they are versing different people.

5 mins

Activity 4: Kolap: Key Cues:
Description/Rules: • Line up behind the mat.
Students will be split into four groups. • Teams face each other.
They must stand in their groups behind a • First thrower ready. Go.
line/cones. • Underarm or sidearm throws. Be

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Approx. 5-10m in front of them will be a large careful. Aim for the target. Bend
rubber mat. the knees a bit.
Students must take turns in throwing “kolaps” • Good throw. Watch the target.
(bean-bags) onto the mats, trying to land them Point your hand and follow
on the mat. through.
They must count for themselves how many times • Next turn. Keep playing.
they get it on the mat.
Note: it must land completely on the mat to
count
Progressions: Once they have had 10 successful
throws each, they may move the mat further and
further away. 5 mins

Activity 5: Variation of Kolap
Once they have done this with the bean bags,
move the mats back closer and now try the same
activity, but with a ¼ filled water bottle, and see
if students can get the bottle to land upright, on
the mat.
Students should count how many times they can
get it to land upright in 60 seconds.
They should try and beat their score on the next
round.
Questions:
C Reflection/Questions: • What did you enjoy 5 mins
Think, Pair, Share! about today?
L Get students to pair up or in 3’s discuss the • What didn’t you enjoy
O following questions, and then share to the class about today?
S • One thing you
U Address any issues from the session learned?
R Emphasize things we think went well during the • Anything you found
session. interesting?
E Thank students for their participation and can’t • Do you know any
wait for next week! other cultures who
play games like these
or have you seen
games similar to these
played anywhere else?
• Any
comments/questions?

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo