SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)

Year Level: 5/6 Time: 2.00pm Date: Week 1 Students’ Prior Knowledge:

Learning Area: Theory

 Health & Physical Education  Students know that the ball cannot be thrown
forwards otherwise there is an infringement
Strand:  Students understand the concept of the game that the
 Movement and Physical Activity (MPA) ball has to be thrown back and the players run
forwards
Sub-Strand:
 Moving our body (MB) Practical
 Understanding movement (UM)  Students are able to throw a basic pass backwards
 Learning through movement (LM)  Students are able to run 200m

Focus Area:
Games and Sport (GS) – capture the flag, cat and mouse
Rhythmic and expressive movement activities (RE) - dodge
Fundamental movement skills (FMS) – running, dodge
Safety (S) – appropriate tagging areas
Challenge and adventure activities (CAA) – creating space

Content Descriptor: Teacher’s Prior Preparation/Organisation:

 Manipulate and modify elements of effort, space,
time, objects and people to perform movement
sequences (ACPMP065)
 Propose and apply movement concepts and
strategies with and without equipment (ACPMP063)
 Apply critical and creative thinking processes in
order to generate and assess solutions to movement
challenges (ACPMP068)
 Check that all the equipment required is available and
pulled out of the sports shed and organised into
equipment for each group
 Ensure there is enough space on the oval for all
activities
 Confirm the space required will not clash with other
teacher’s classes
 If spare time is available before the lesson, set up
markers prior to commencement

Equipment List
 20x Touch footballs
 40x Cones
 10x 4x Coloured bibs
 1x Whistle
 1x Tub of Sunscreen
 1x Watch with timer (or separate timer)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

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Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 By the end of the lesson students will be able to apply a tap to start a game of touch football
 Students will be able to recognise and implement knowledge of appropriate tagging areas in all touch football drills
and games
 Students will be able to evaluate when to use a side step in a touch football drill
 By the end of the lesson students will be able to recite the KTP’s of a touchdown

LESSON EVALUATION

Assessment of Lesson Objectives and Suggestions for Improvement:

Assessment of Lesson Objectives:

 Were the lesson objectives for the lesson met?
 To assess the students’ knowledge of movement they will recite the KTP’s to a partner and then have the partner
explain that KTP. The class will then briefly share their answers in a whole class discussion at the end of the lesson.
 To assess the students’ performance of team cohesion, students will be summatively analysed whilst playing capture
the flag at the end of the lesson to see how they work as a team.

Suggestions for Improvement:

 Divide the end game into four teams with different abilities to allow the more touch-orientated students to further
develop their movement skills and to try new types of side steps. Will also allow for students who are struggling with
the skill to then work on it and not have as much pressure but still be able to perform the skill in a game-like situation.

Teacher self-reflection and self-evaluation:

 What worked well throughout the lesson?
 If I was to take another lesson on movement and touchdowns what would I change?
 Did I position myself in the right places during the lesson?
 Was there enough differentiation for the students who excelled and struggled?
 Was the feedback and information I gave students targeted at the right level or could I have been more specific or
more basic depending on the students’ ability?
 Were the activities too challenging or too easy?

LESSON PROGRESSION
Motivation and Introduction:
Time
Motivation
How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)?

 Fun and quick warm up to get students motivated

 Culmination game at the end – based on communication and puts together the elements of
 KTP’s kept simple and have alternatives for drills to make it easier if students are struggling or harder if
students are excelling - i.e. changing the size of an area
 Quick changes between activities - try and have most activities set up the same and have students set
them up if needs changing

Introduction

Today’s Lesson we will cover;

2.00pm  Movement
2 mins  Starting a game
 Appropriate tagging areas
 How to score a touchdown
 End with a game of capture the flag

HLTH2203 Jan 2019

 Student Organisation
2.02pm LEST
7 mins L – Learners organised into pairs
E – 1x ball per pair, 32x cones
S – Cones set up in two parallel
lines 5m apart from each other
with lines 10m apart
T – 5 minutes
INDIVIDUAL TASK STRUCTURE
DIFFERENTIATION
EASIER
Shorter distance to run
Stand further apart from partner
Face towards partner
HARDER
Faster passes
Stand closer together
Bridging organization
2.09pm
Whistle will be blown and students to grab the cones off of each cone and take 10 big steps out then put the cones
2 mins
down to form another two lines parallel to the lines already made
Students are then paired up by the teacher and sent to a square to work in with the same ball they already had
2.11pm LEST
10 L – Learners organised into pairs
mins then groups of 4
E – 5x cones per group, 1x ball per
pair
S – 5m x 5m squares with the
evading cone 2 – 3 steps diagonal
from the bottom left cone
Lesson Content Class Organisation Resources/Equipment
WARM UP – CAT AND MOUSE EQUIPMENT
GENERAL DESCRIPTION 32x cones
Students organised into pairs 16x balls (1x ball per pair)
and form two lines down the
1x whistle
middle of the cones
CLASS DIAGRAM
Student on the left begins with
the ball
Students are to laterally pass
the ball to each other
When the whistle is blown, the
student with the ball has to
run to the cones and score a
touchdown without getting
tagged
The student without the ball
has to try and tag the student
before they score a
touchdown
KTP’S
Quick hands
Legs loaded ready to push off
in either direction
Eyes up TEACHER’S NOTES
Standing side on Ensure students know the appropriate
tagging areas for touch football – back,
Appropriate tagging areas –
shoulders, outside the hips
back, shoulders, outside the
hips The cones are to each have a spare cone on
top to set up for next activity
VARIATIONS
All students should be actively participating
Switch sides
Introduce a scoring system
“Punishment” – if tagged by
tagger = 1 push up, if no tag
made = 1 push up
RINK’S STAGE
Stage 1
ACTIVITY 1 – TRICKY EQUIPMENT
TOUCHDOWNS
32x cones
GENERAL OBSERVATION
16x balls
Organise students into groups
1x whistle
that are lined up diagonally
across from each other with all
the balls in the bottom left
corner
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 T –10 minutes The student with the ball runs CLASS DIAGRAM
out and around the cone then
INDIVIDUAL TASK STRUCTURE
has to run to the opposite line
as to which side they chose to
go around the cone
The aim is to score a
touchdown without getting
tagged from the defending
player
KTP’S
Tap
 Tap your toe and go
DIFFERENTIATION Evading
EASIER  STEP
Increase the size of the area  LOAD
HARDER
 EXPLODE
Add in a second defender
Defending
TEACHER’S NOTES
 Quick feet
Introduce rules – body must be in the field
VARIATIONS to score a touchdown, how to restart a
Students run straight to the game
cone then the sideline
Introduce scoring system
RINK’S STAGE
Stage 1
Bridging organization
2.21pm
Whistle is blown and students are to move into 3 groups of 10
1 min

2.22pm LEST ACTIVITY 2 – ZIG ZAG SPACE EQUIPMENT

14 L – Learners organised into pairs
mins
E –1x ball per pair, 32x cones
S – Cones set up in 4 parallel lines
10m apart with cones spaced along
the line 5m apart
T – 10 minutes
INDIVIDUAL TASK STRUCTURE
GENERAL OBSERVATION 32x cones
Students split into pairs and 16x balls
form 3 lines
1x whistle
One student is to run towards
CLASS DIAGRAM
a cone to “draw” a defender
away from the play and then
pass the ball to their partner
who will come through and
receive the ball and then run
to the cone on the other side
Drill gets repeated all the way
down the cones and then wait
for all pairs to move through
before returning back to the
other end
KTP’S
Evasion
 STEP TEACHER’S NOTES
 LOAD Introduce effecting a touch as a progression
 EXPLODE – BEND, TWIST, EXTEND, SLAM/BALANCE

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 DIFFERENTIATION Flat Pass
EASIER  STEP
Remove the throw and just zig zag  SHIFT
run  FLICK

HARDER Spiral Pass

With a defender introduce  STEP

effecting a touch  SHIFT
 ROLL
VARIATIONS
Add in a defender
RINK’S STAGE
Stage 2
Bridging organization
2.36pm
Whistle will be blown, students are to leave the remain 4 cones in each corner and bring the rest of the cones in
3 mins
and place them in a neat pile with the rest of the equipment, all balls are to be put away into the ball bag/trolley
Students are then to gather in for briefing and organisation of the culmination
2.39pm LEST CULMINATION – CAPTURE EQUIPMENT
THE FLAT
15 L – Learners organised into 2 even 1x set of bibs
mins teams, 1 team to wear bibs GENERAL OBSERVATION
16x cones
E – 1x set up bibs, 16x cones, 2x Students split into 2 even
2x balls
balls teams with 1 team wearing
bibs 1x whistle
S – 4x 5m x 5m squares set up in
each corner with 30m in between Balls placed in opposite CLASS DIAGRAM
each corner corners
T – 15 minutes Once the halfway line has
been crossed you can get
INDIVIDUAL TASK STRUCTURE
tagged and sent to “jail”
To get out of “jail” another
student needs to retrieve you
– 1 student = 1 retrieval
The aim is to get the ball from
the other team’s side without
getting tagged and bringing it
back across the line to your
side and scoring a touchdown
TEACHER’S NOTES
If tagged with the ball, the ball
goes back to the square and Students are to be reminded of appropriate
the student goes to “jail” tagging areas – back, shoulders, outside of
hips
KTP’S
Students are to incorporate touchdowns
 STEP and movement skills
 LOAD
 EXPLODE

VARIATIONS
Reduce the playing area
Students can throw the ball to
one another to get it across
the line (pass has to be
backwards)
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 Add in a second ball
RINK’S STAGE
Stage 3
Bridging organization
2.54pm
The whitsle is blown and the teacher asks specific students to bring in the remaining
1 min cones and the 2x balls
Students are then asked to gather around in a semi-circle so they have enough space to
stretch their legs during the lesson closure

2.55pm Lesson Closure: (Review lesson objectives with students)

2 mins *Whilst the lesson is being recapped make sure the students are stretching whilst sitting down*
Stretches
 Hamstrings
 Quads
 Calves
 Biceps
 Triceps
 Shoulders
 Glutes

What did we cover today?

 Movement
 Starting a game
 Appropriate tagging areas
END  How to score a touchdown
2.57pm
Transition: (What needs to happen prior to the next lesson?)
Before the next lesson students need to:
 Revise how to start a game and score a touchdown
 Remember the appropriate tagging areas
Next lesson will cover: Passing
Assessment: (Were the lesson objectives met? How will these be judged?)
Objectives:
 By the end of the lesson students will be able to apply a tap to start a game of touch football
 Students will be able to recognise and implement knowledge of appropriate tagging areas in all touch
football drills and games
 Students will be able to evaluate when to use a side step in a touch football drill
 By the end of the lesson students will be able to recite the KTP’s of a touchdown
Lesson Objectives met;
Objective 1 – To measure this objective, students will tap to start a game without a reminder and tap at the right
times
Objective 2 – To see if this objective was met, students will apply appropriate tagging areas in all games
Objective 3 – To measure this objective, students will be able to recite the KTP’s of a side step
Objective 4 – To measure this objective, students will be able to recite the KTP’s of a touchdown

HLTH2203 Jan 2019