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 3 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:  Students know how to start the game
 Moving our body (MB)  Students know there is an infringement if the ball is
 Understanding movement (UM) dropped
 Learning through movement (LM)  Students know appropriate tagging areas

Practical
 Students can successfully throw a flat and spiral pass
 Students can catch the ball
 Students are able to run 200m

Content Descriptor:
 Practise specialised movement skills and apply them
in a variety of movement sequences and situations
(ACPMP061)
 Participating in physical activities designed to
enhance fitness, and discuss the impact regular
participation can have on health and wellbeing
(ACPMP064)
 Manipulate and modify elements of effort, space,
time, objects and people to perform movement
sequences (ACPMP065)
 Apply critical and creative thinking processes in
order to generate and assess solutions to movement
challenges (ACPMP068)
Focus Area:
Games and sport (GS) – touch football
Rhythmical and expressive movement patterns (RE) – creating
space
Fundamental movement skills (FMS) – running, dodge, catch
Challenging and adventure activities (CAA) – game situations
Lifelong physical activity (LLPA) – endurance running
Health benefits of physical activity (HBPA) – links to all other
focus areas
Teacher’s Prior Preparation/Organisation:
 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)

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

 Students can successfully perform and recite the KTP’s of a roll ball
 Students are able to demonstrate initiating a touch in a 2 v 1 defending situation
 Students can apply their knowledge of appropriate tagging areas in all activities

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 double
defence at the end of the lesson to see how they work as a team.

Teacher self-reflection and self-evaluation:

 What worked well throughout the lesson?
 If I was to take another lesson on roll balls 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
Recap Last Lesson;
2.00pm  Last lesson we covered;
o Passing
o Starting a game

2.00pm Today’s Lesson we will cover;

 Roll ball
1 min
 Creating space
 5m offside rule

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 Student Organisation Lesson Content Class Organisation Resources/Equipment
2.01pm LEST WARM UP – TAG EQUIPMENT
5 mins L – Learners organised into pairs and GENERAL 4x cones
numbered off 1 and 2 DESCRIPTION
16x balls
E – 4x cone to set up area, 1x ball per pair Students are put into
1x whistle
pairs and are to
S – 10m x 10m square
number themselves 1 CLASS DIAGRAM
T – 5 minutes and 2
INDIVIDUAL TASK STRUCTURE Student number 1 is
to begin with the ball
All number 2’s have to
try and tag any
student with a ball
When students get
tagged they perform a
roll ball and the tagger
than passes the ball TEACHER’S NOTES
back to the student Students to tag appropriately
then they drive away
Ensure roll ball is stationary when being
DIFFERENTIATION KTP’S performed
EASIER  STEP Ensure extra cones on each corner for next
 SLAM activity
Pick up own ball
 CLEAR
HARDER
VARIATIONS
Smaller area
Change the size of the
area
Change the number of
balls
The student tagged
then becomes the
tagger
RINK’S STAGE
Stage 1
Bridging organization
2.06pm
Whistle will be blown and students to grab the cones off of each cone and place 2 cones in the middle and 1 on one
3 mins
end, other students will then be asked to mimic the set up in 3 new lines
Students are to stay in their pairs are are allocated to an area
2.09pm LEST ACTIVITY 1 – DOWN EQUIPMENT
THE FIELD
10 L – Learners organised into pairs 16x balls
mins GENERAL
E – 1x ball per pair, 10x cones per group 25x cones
OBSERVATION
S – Parallel lines of cones 10m apart from 1x whistle
Students put into pairs
each other with 5m between each cone
and line up down the CLASS DIAGRAM
down the line
middle of the cones
T – 10 mins
The pair run to the
first set up markers
and do a roll ball
They continue on
down to each set of
markers until they TEACHER’S NOTES
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 reach the end where a
INDIVIDUAL TASK STRUCTURE Ensure ball is stationary when completing a
touchdown will be
roll ball
made
Pick pairs to put together carefully
Students to zig zag
from one cone to the
next
KTP’S
 STEP
 SLAM
 CLEAR
VARIATIONS
Add in a defender
DIFFERENTIATION RINK’S STAGE
EASIER Stage 2 (Can progress
Complete in a straight line to stage 3)

HARDER
Add in a defender

Bridging organization
2.19pm
Whistle is blown and students are to pair up with another pair and move to each second space
1 min

2.20pm LEST ACTIVITY 2 – DOWN EQUIPMENT

THE FIELD
12 L – Learners organised into groups of 4 CLASS DIAGRAM
mins GENERAL
E – 1x ball per group, 14x cones per group
OBSERVATION
S – 3 parallel lines of cones 10m apart from
Students organised
each other with 5m between each cone
into groups of 4 and to
down the line
line up down the
T – 12 minutes middle of the cones
INDIVIDUAL TASK STRUCTURE The pair run to the
first set of markers
with a defender at the
first marker an initiate
a touch then do a
rollball and continue
on down
Students to zig zag TEACHER’S NOTES
from one cone to the Appropriate tagging areas – shoulders,
next to create space back, outside of hips and arms
Forth student of each Passing technique
group to umpire and
DIFFERENTIATION call onside and offside
for the 5m offside rule
EASIER
KTP’S
HARDER
Roll Ball
 STEP
 SLAM
 CLEAR
Initiating the Touch -
Defender

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  BEND
 TWIST
 EXTEND
 BALANCE
Evasion
 STEP
 LOAD
 EXPLODE
VARIATIONS
Add in more
defenders
Attacker to initiate the
touch
RINK’S STAGE
Stage 3
Bridging organization
2.32pm
Whistle is blown and students are to leave cones where they are and gather around
2 mins
Students then organised into 6 teams
2.34pm LEST CULMINATION – EQUIPMENT
DOUBLE DEFENCE
15 L – Learners organised into groups of 5 1x ball
mins GENERAL
E – 1x ball, 8x cones 8x cones
OBSERVATION
S – 2x 5m touchdown zones at the end of 1x whistle
Students split into
the 20m x 10m rectangle
teams of 5 – two CLASS DIAGRAM
T – 15 minutes defending, one
attacking
INDIVIDUAL TASK STRUCTURE
Attacking team get 3
touches before a
restart
Tap to begin play
Attacking team go
towards one
defending team first
then if they score a
touchdown or have 3
touches they turn
around and go
towards the other TEACHER’S NOTES
defending team
Ensure students are aware of appropriate
Work for 3 – 5 tagging areas – back, shoulders, outside of
minutes then swap hips and arms
KTP’S Students are to be actively participating
and running towards attackers or towards
Roll Ball
the touchdown zone
 STEP
 SLAM
 CLEAR
Initiating a Touch –
Defending
 BEND
 TWIST
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  EXTEND
 BALANCE
Initiating a Touch –
Attacker
 BEND
 TWIST
 EXTEND
 SLAM
 STEP
VARIATIONS
 Defenders to
initiate the
touch
 Scoring
system
RINK’S STAGE
Stage 3 (can progress
to stage 4)
Bridging organization
2.49pm
Final whistle is blown and select students are asked to collect all the cones and bring the
3 mins balls in and put them in the bag
Students then gather around in a group formation with enough space to stretch out

Lesson Closure: (Review lesson objectives with students)

2.52pm *Whilst the lesson is being recapped make sure the students are stretching whilst sitting down*
2 mins Stretches
 Hamstrings
 Quads
 Calves
 Biceps
 Triceps
 Shoulders
 Glutes

What did we cover today?

END  Roll balls

 5m offside rule
2.54pm
 Starting a game
Transition: (What needs to happen prior to the next lesson?)
Before the next lesson students need to:
 Revise KTP’s of a roll ball, flat pass and spiral pass
 Practice initiating a touch from a defending position
Next lesson will cover: Evasion
Assessment: (Were the lesson objectives met? How will these be judged?)
Objectives:
 Students can successfully perform and recite the KTP’s of a roll ball
 Students are able to demonstrate initiating a touch in a 2 v 1 defending situation
 Students can apply their knowledge of appropriate tagging areas in all activities
Lesson Objectives met;

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Objective 1 – This is measured by students reciting the KTP’s at the end of the lesson and providing a
demonstration
Objective 2 – This can be judged in double defence when students are defending
Objective 3 – This will be measured by all students making appropriate tags throughout the whole lesson

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