PE

Lesson plan – Lesson 2

Name: Raelee Minuzzo and Jordyn Algar Time: 2.00 – 2.45pm Date: 10/5/18
Activity: Team target and throwing Games Class/Year: Year 5/6/7’s School: Lake Windermere Primary School
Equipment: No. of students: 10 Lesson: 2 of 4
• 4 hacky sacks
• Hula hoops
• Stop watch
• Basketballs
• tennis balls
• 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:
• Support their teammates by using positive • Build relationships with students by getting
Sub strand: Learning through movement
language and support in tactics and skills in involved in the game and motivating students
Content descriptor: Participate positively in groups and teams by encouraging
others and negotiating roles and responsibilities (ACPMP067)
order to help them achieve success. • Facilitate social interactions by helping students
Elaborations: • Employ secondary general skills in throwing negotiate during conflict or in making decisions by
• Understanding the contribution of different roles and responsibilities in different types of balls/objects. creating teams in a way that is non-biased and fair
physical activities that promote enjoyment, safety and positive outcomes • Provide a physically, socially and emotionally safe
for participants environment where students feel confident to take
• Demonstrating negotiation skills when dealing with conflicts or risks and fully participate by planning in a way that
disagreements reduces physical hazards and by setting
expectations and group norms in regards to
Sub strand: Understanding movement
behaviour and attitudes.
Content Descriptor: Participate in physical activities from their own and others’
cultures, and examine how involvement creates community connections and • Provide positive and constructive individual and
intercultural understanding (ACPMP066) group feedback during the games, after the games
Elaborations: during discussions and wherever necessary in a way
• Participating in different cultural games or physical activities that children in that motivates students as well as helps them with
other countries play their techniques to experience success

Sub strand: Moving our body

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

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 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
Explain what we are going to be doing today – developing
I our throwing skills through some more Indigenous Games
N Introduce quick game to refresh us of names, and
introduce any students who were absent last week.
T

R Key Cues:
O
Activity 1: MLE Game – Name refresher game
Description: • Eyes up!
D I start with a hacky sack, and throw it to, for example, • Get ready for the next one
U Tyler. When I throw it I must say his name. • Say the persons name so
C Tyler will then throw and it someone else and saying their they know its coming!
T name. Everyone must get a turn until the ball is returned • Quick passes
I to me. • Great job
O Students must remember this order and starting from
N me, pass the ball around saying the names as quick as
they can.

I will, without telling the students, add another hacky
sack in and pass it to Tyler, and he will continue the
sequence.
Then I will add another, and another.
Once all the hacky sacks get back to me, I will pass the
hacky sack in reverse to the person who passed it to me,
for example, Logan, and say his name at the same time.
The students must try and pass all the hacky sacks in
reverse order and say the name of the person.
I will add another hacky sack, and another, and another,
until they are all back to me.


10 mins
Activity 2: Hula Hoop Circle Cooperative Game Key Cues:
• Don’t break the circle Discussion & Questions:
Description:
• Ask about their strategy
Students must hold hands/wrists in a circle, and try and • Keep holding hands or
get everyone through the Hula Hoop as quick as they can wrists • What worked?
Rules: • Try and get your whole • What didn’t?
1. Students must stand in a circle holding hands/wrists body through • What could you do
with the people next to them • Communicate with each better next time?
2. We will put a hula hoop between two students other • What skills do you think
3. When we say “go” the students must try and get their • Help out the person next to you developed?

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 full body through the hula-hoop, and get the hula-hoop you
all the way around the circle, and back to the start, in the
least amount of time.
4. Students must not break the circle or let go of
hands/wrists
5. Repeat again to try and beat their time.

Progression:
1. Add another hoop, 2 total
2. Add another hoop, 3 total
3. Add another hoop, 4 total

At the end of each round, announce the time the
students were able to do it in, and challenge and
encourage them to get the same or less than that in the
next round.

Activity 3: Merkolap Reflection/Questions:
Description: This version of an object-throwing game is a Key Cues: • Why would Aboriginal 10 mins
D relay event. • Ready. Go and/or Torres Strait
E Rules: • Aim and throw. Underarm. Islander people have
There will be 4 even teams of 3-4 lined up behind a Hand towards. played this game?
V
starting line. • Retrieve and hand to next • What could be done
E
Place a hoop about 5 metres in front of each team. player. differently with this
L game?
On a signal to start, the first player in each team throws • Keep going. Quick.
O the beanbag and attempts to land it in a hoop — it must • What do you think the
P equipment represents
land completely in the hoop without touching the hoop.
M After his or her turn the thrower runs out, retrieves the for Indigenous People

E disc and hands it to the next person before joining the whilst playing this game?

N end of the line. • How does the game link

T See how many points each team can get in 60 seconds to the culture of
community?
Score: • What could be done

2 points – completely inside the hoop differently with this
1 point – touching the hoop game?
Students must call out the score they get for each score, • How do you think
adding to the previous score to work out their total by the Aboriginal People might
time the time is up. have organised their
teams? Why?

Progression 1:
Place a rubber base inside the hoop.

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Students undertake the same relay for 60 seconds.
Scoring modified:
3 points – completely on the dot
2 points – in-between the dot and hoop
1 point – edge of hoop

Progression 2:
Place a rubber base a few metres back from the hoop.
Students undertake the same relay for 60 seconds.
Scoring modified:
10 points – completely on the dot
2 points – completely in the hoop
1 point – edge of hoop

Students to add up their own team scores and report
back at the end of the 60 seconds to find out who is the
winner.

Key Cues: 5-10 mins
Activity 4: Baramba Gimbe
Description/Background • Spread out in the area.
Players aim to throw a ball as high as possible into the air Ready. Go.
and catch it. The game was often played by children and • Throw the ball up high.
men in the afternoons after work, using a tennis ball. The Throw and move out of the
game provided some social contact, a diversion from daily way.
life, and fun. • Chase the ball. Call for the
ball.
Language • Hands ready. Reach for the
Gimbe means ‘play’ in the language of the Wakka Wakka ball. ‘Soft’ hands to catch.
people of south Queensland. Barambah was the name of • Watch the contacts.
the waterhole that was near the site of the Aboriginal • Nominate a player this

settlement. turn.
• No catch. Tag a player.

Rules: • Next turn.

1. One player begins by throwing the ball as high and as

straight as possible. The other players try to catch the ball

before it touches the ground, and the player who catches

it or gains control of it throws it up again.

2. Every so often a thrower is able to nominate a player

who must attempt to catch the ball.

3. If no one catches the ball the thrower must pick up the

ball and then tag another player (by touching or by gentle

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 underarm throwing). The tagged player either becomes
the new thrower or has to attempt the next catch.

Variations:
1. Use a bat to hit the ball high in the air.
2. For younger players throw a light ball (such as a gator
skin or beach ball) high in the air and let them chase and
retrieve it. Several balls could be thrown up, with players
chasing and retrieving balls that are immediately thrown
up as part of a continuous activity.
3. Allow a one-hand catch of the ball if it contacts the
ground (one hand, one bounce rule) after being dropped
or without being touched.


Activity 5: Prun
Description:
Regular mock warfare tournaments took place in the Key Cues: Reflection/Questions:
Cardwell and Tully River areas of north Queensland. The • Teams ready. Lined up and • Why would Aboriginal 5-10 mins
Mallanpara people called this a prun. It was essentially an ready. and/or Torres Strait
entertainment activity, though the opportunity was taken • Collect the foxtails. Ready. Islander people have
to settle disputes, real or imaginary. The event also gave Go. played this game?
the men a chance to show off their prowess and courage • Throw them high. • What could be done
before the women. • Call for the foxtail. differently with this
• Good throws. Throw them game?
Rules: high. • What do you think the
1. Players organise into two teams 20–30 metres apart. • Keep going. Watch out for equipment represents
Players may use zinc cream or coloured shirts to identify other players. for Indigenous People
their team (clan). Team war cries, chants, friendly taunts whilst playing this game?
and dances are encouraged. • How does the game link
2. Each team has a supply of foxtails and on the signal to the culture of
starts to throw (high underarm throws) towards the community?
opposing team, in an attempt to contact a player on that • What could be done
team. differently with this
3. Play is continuous. Players retrieve the foxtails thrown game?
by the opposing team and throw them back as part of the • How do you think
game. Aboriginal People might
4. It is considered to be skillful to avoid a contact at the have organised their
last minute or to catch a foxtail without being contacted. teams? Why?
Older students must catch the foxtail by the tail, not the
ball. Younger students may catch it by the ball.

EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Variations
1. Players attempt to throw the foxtails from behind their
team’s restraining line as far as they can, to hit the
ground in the opposing area. If it is caught it does not
count. The team with the longest or most throws past a
certain point could take some pride in their achievement.
2. Teams may collect points according to where the
foxtail is caught. One point for the ball, two points for the
middle and three points for the end of the tail.
3. Teams score points each time a player on the opposing
team is contacted and the foxtail falls to the ground.
There is no score if the foxtail is caught.
4. Allow players to use shields such as plastic rubbish-bin
lids.

Reflection/Questions: Questions: 5 mins
C Think, Pair, Share! • What did you enjoy
L Get students to pair up or in 3’s discuss the following about today?
O questions, and then share to the class • What didn’t you enjoy
about today?
S
Address any issues from the session • One thing you learned?
U Emphasize things we think went well during the session. • Anything you found
R Thank students for their participation and can’t wait for interesting?
E next week! • Do you know any 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