PE

Lesson plan – Lesson 3

Name: Raelee Minuzzo and Jordyn Algar Time: 2.00 – 2.45pm Date: 17/5/18
Activity: Team Target Games Class / Year: Year 5/6/7’s School: Lake Windermere Primary School
Equipment: No. of students: 10 Lesson: 3 of 4
Balloons
Balls
Large tarps
Stop watch
Dot markers
Blindfolds
Buckets
Bean bags
Baseball bases
Large square mats
Tags
Balls and stockings
Cones
Bibs coloured
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 order to help them achieve success. • Facilitate social interactions by helping students
encouraging others and negotiating roles and responsibilities (ACPMP067) • Employ secondary general skills in throwing negotiate during conflict or in making decisions
Elaborations: different types of balls/objects. by creating teams in a way that is non-biased
• Understanding the contribution of different roles and responsibilities in • Display resilience in persisting with challenges and fair
physical activities that promote enjoyment, safety and positive by not giving up, and taking the time to re-think • Provide a physically, socially and emotionally
outcomes for participants strategies if the current method is not seeming safe environment where students feel confident
• Demonstrating negotiation skills when dealing with conflicts or to work to take risks and fully participate by planning in
disagreements a way that reduces physical hazards and by
setting expectations and group norms in regards
Sub strand: Understanding movement to behaviour and attitudes.
Content Descriptor: Participate in physical activities from their own and • Provide positive and constructive individual and
others’ cultures, and examine how involvement creates community group feedback during the games, after the
connections and intercultural understanding (ACPMP066) games during discussions and wherever
Elaborations: necessary in a way that motivates students as
• Participating in different cultural games or physical activities that well as helps them with their techniques to
children in other countries play experience success
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo

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

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
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 • 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:
Explain what we are going to be doing today – developing 5 mins
I our throwing skills through some more Indigenous Games
N

T

R

O
D Key cues: Discussion & Questions:
Activity 1: Balloon Game
U • Keep it up • Ask about their strategy
Rules:
C • Communicate with each • What worked?
1. Students stand in a circle holding hands or linking
T other • What didn’t?
arms/shoulders
I 2. They must try and keep the balloon off the ground, • The floor is Lava! • What could you do
O using all body parts except their hands/arms. better next time?
3. Students should be communicating with their peers • What skills do you think
N
you developed?




Activity 2: Flipping the Blanket Key cues: Discussion & Questions:
Rules: • Keep it up • Ask about their strategy 10-15
D 1. Students must all stand on a huge tarp • Communicate with each • What worked? mins
E 2. Without stepping on the ground, they must try and flip other • What didn’t?
V it so that they are standing on the other side, without • The floor is Lava! • What could you do
E stepping off the tarp • Don’t step on the ground better next time?
3. Time students to see how long it takes • Where do you think you • What skills do you think
L
need to stand? you developed?
O
• Hold onto your peers to
P
stop them from falling over
M
• Communicate with
E
eachother!
N
• What’s the next move?
T











EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Reflection/Questions:
Activity 3: Puloga • Why would Aboriginal 10 mins
Description: A game of mock warfare held between two Key Cues: and/or Torres Strait
groups, with players using ‘soft’ balls in an attempt to • Teams ready. Lined up and Islander people have
contact an opposing player. ready. played this game?

• Collect the balls. Ready. Go. • What could be done

Rules: • Throw and dodge. differently with this
game?

1. Players organize into two teams and start by facing • Hit, drop a tag.
• What do you think the
each other from opposite ends of the playing area. • Good throws. Keep moving.
equipment represents
2. Each player has one to two soft balls, and on the start • Try to tag. Tag the other
signal move into the playing area and attempt to contact players. for Indigenous People
a player of the opposing team below the shoulders by • Keep going. Watch out for whilst playing this game?
throwing the ball. other players. • How does the game link
2. Play in the game is continuous and players can retrieve • Dodge and move. to the culture of
the balls thrown by other players. community?
3. If a player is contacted by a ball thrown by an opposing • How do you think
player the contacted player must drop the ball/s, he or Aboriginal People might

she has and remove one of the tags — but can then have organised their

continue in the game. teams? Why?

4. The removed tag is dropped on the ground.

5. Players with or without a ball can attempt to remove a
tag from opposing players (no physical contact allowed).

6. Players may not protect their tags from being removed.

A player who loses two tags — either by being hit with a
ball and/or having a tag removed by an opposing player
— will be required to collect two tags from the ground
and go to the side of the playing area for a set time (count
aloud to 30 by ‘one and two and three’) before putting on
his or her tags again and rejoining the game.

Variation: “Capture the flag”















Reflection/Questions:
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 Activity 4: Wadai • Why would Aboriginal
Description: Key cues: and/or Torres Strait 10 mins
This is a throwing-and-catching game in which players • Next to each other. Groups Islander people have
compete for possession of a ball. facing. played this game?
Rules: • Go. Throw and catch. • What do you think the
1.Rugby-lineout practice wadai: This is suitable as a walla • Watch the contact. Time equipment represents

rugby practice, or a game by itself. Players are organised your throw. for Indigenous People
whilst playing this game?

into teams of three, 5–10 metres apart. Players on the • Move to catch.
same team line up behind each other and each team is 1 • How does the game link
• Jump to catch. Work
metre apart and facing towards the thrower. A player together. to the culture of

throws the wadai down the middle of the line between • Help each other. community?
the two teams as in a rugby union lineout. • Keep going. Take turns.
2. Depending on the thrower, some calls or moves could
be worked out. Limited physical contact is allowed.

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