Lesson PlanDay: M T W T F Date: 26/08/2015 Year: PP/Yr1 Learning Area: Health and Physical Education Underarm throw & catch Curriculum content description: Topic: FMS- (from ACARA) ACPMP008- Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli ACPMP025- Perform fundamental movement skills in different movement situations Students’ prior knowledge and experience: (Outline what the students already know about this topic) Some students are in the associative phase of learning/skill acquisition. Able to perform basic elements of each skill relatively well. Success rate 5/7 out of 10. Majority of students still in cognitive phase of learning/skill acquisition. Basic elements of skill are still undeveloped. Rely heavily on teaching points, prompts and feedback. Class knows: - What an underarm throw is - General movement of swinging arm - Most know that swinging arm must stay straight - Know that catching involves both hands - Most will follow the path of the object in order to execute a successful catch. Learning purpose: (May refer to the Elaborations of the curriculum content description here) To develop/refine the skills required of students when sending, controlling and receiving objects at different levels and in different ways in varying movement situations. Learning objectives: Evaluation: On completion of this lesson, students will be able to: (Explain how you will know that lesson objective have been achieved / monitor student learning) (What will students know and be able to do at the completion of the lesson – specific, concise and attainable objectives) 1. Demonstrate appropriate stance when throwing and catching the - Student centred learning/activities allowing for ongoing observation gauging understanding and ability object. 2. Swinging arm stays straight, swings back and follows through while throwing. 3. Eyes focus on the flight of the object when catching 4. Students catch the object in their hands and pull it into their stomachs. - Success of groups and partnerships during games Assessment during first activity using rubric/checklist (observation) Preparation and Resources: (Detail what resources will be used and what other preparation of the learning environment will be required) - Cones (for boundaries and marking where students must be positioned) Class set of beanbags 6 Hula-hoops 14 Scarves (lengths of fabric) – one per pair 6 Balls (large, soft) 14 pegs- one per pair Boundaries marked prior to the lesson commencing to save time. Activity areas set up. DECORATE A COOKIEGroup → starting point (cones) Area for PEGS and FALLIN G LEAVES AND ACORN ← DECORATE A COOKIE- COOKIES (hula- hoops) ↑ LADDERSCones to show students where pairs sit Catering for diversity (detail any adjustments considerations for educational/resource adjustments) - Timi ng: 10 min Change means of locomotion during any activity to increase or decrease difficulty depending on students’ needs In activity (1) change the distance of hula-hoops from throwing line to either decrease or increase difficulty Using different objects when throwing and catching. A leaf (scarf) compared with an acorn (beanbag) in activity (2) Ensuring clear concise direction at all times to cater for all students Using different types of questioning to ensure participation is achievable by all. (convergent and divergent questions) Calling on students using their names when asking for answers to a question (will include students that are less confident or shy) Learning Experiences: 1. Introduction: (How will I engage the learners?) WARM UP ACTIVITY- PEGS Why do we warm up? What do we need to warm up? Warm muscles Reduce risk of injury Get blood flowing - Divide class into pairs. STAND UP, HAND UP, PAIR UP (students stand up with hand up, high five another student with their hand raised and both sit down as an established pair) Choose student to do demonstration - Pairs choose which of them is a number one and number two. Number ones get a peg and place it on the back of their partners’ shirt. When teacher yells “GO” the ‘pegs’ start running and partner tries to capture the tail peg. When successful, roles are reversed. Walking Running Skipping ←CHANGE THE LOCOMOTOR MOVEMENT Hopping Side stepping Jumping If students are struggling to catch partner, prompt role reversal. INTRODUCTION TO ACTIVITY 1- DECORATE A COOKIE 2 min Engage learners through explaining next activity “I have a problem and I need your help!” DECORATE A COOKIE ACTIVITY EXPLANATION What toppings do you like on your cookies? 2. Sequence of learning experiences: (What will you do to help the students achieve the learning objectives? What tasks and activities will the students be involved in to help achieve the learning objectives?) ACTIVITY 1- DECORATE A COOKIE 15 min Choose student to do demonstration How should we throw the bean bag? Under arm throw Do I under arm throw the bean bag like this? Opposite foot forward Arm should be straight Pointing to target Swing like a grandfather clock - Choose 6 students giving them a number (1-6) Have them hold their hand up with number displayed Number the rest of the children 1-6 and have them stand behind classmate with same number. (should end with approx. 6 groups of 4) - One student from each team runs with bean bag to throwing line Student throws beanbag (topping) into the hoop (cookie) using underarm throw Student returns to group to tag the next student and so on Once all of the bean bags (toppings) are gone, team sits down If all beanbags land in the hoop, the hoop may be moved further away from throwing line (cookie pushed further into the oven) - ASSESS students at the throwing line via observation, recording on marking rubric/checklist - Provide verbal cues here Provide feedback We have just practiced our throwing, what might we want to practice now? 10 min ACTIVITY 2- FALLING LEAVES AND ACORNS STAND UP, HAND UP, PAIR UP (students stand up with hand up, high five another student with their hand raised and both sit down as an established pair) - Pairs establish who is number 1 and who is number 2 If I am talking about falling leaves, what time of year should we pretend it is? Autumn March April May It’s Autumn and there are leaves falling from the trees! Pick student to do demonstration with Follow leaf with your eye Move toward the leaf Soft fingers and big hands Pull the leaf into your tummy - Number ones receive a scarf (leaf) Number ones under arm throw the scarf into the air and their partner must catch it Catch 5 in a row then roles reverse Introduce ‘acorn’ (beanbag) Same again If you catch 10 in a row then roles reverse - ASSESS through observation - 10 min Reinforce teaching points Verbal cues Feedback 3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson objectives?) COOL DOWN ACTIVITY- LADDERS STAND UP, HAND UP, PAIR UP (students stand up with hand up, high five another student with their hand raised and both sit down as an established pair) - Change pairs - Choose one student to sit on one cone, other student sits on opposite cone Kissing feet Choose Student to do demonstration - 3 min Number the pairs 1, 2, 3…… Call a number The pair that this number corresponds to must run towards the end of the ladder stepping over the rungs (other pairs of legs) Once they reach the end they run back around their team and sit back down The team of the first student back wins EVALUATION/DEBRIEF Reiterate and establish learning objectives through questioning. Also able to assess understanding this way. What skills did we learn today? How does our arm look when we throw under arm? Does it stay still? How do we stand? How do we catch? What are our fingers and hands doing? Do we look away from the leaf/acorn? Lesson Evaluation: (Reflect on the lesson. What worked? What did not work? What would you change? Why?) - - - All of the students found every activity that we played to be engaging and fun Students loved the warm-up activity Student engagement was high during ‘decorate a cookie’ as a result of the engaging story/ purpose of the activity Using a familiar strategy when pairing students meant that this job became fast and effective. Grouping students using numbering was fast and effective I needed to revise my decision regarding boundaries for the first activities. Giving them a smaller boundary with other objects visible outside meant that during this highly exciting activity students forgot and often ventured outside of these boundaries. - Next time I will setup the equipment for the second activity AFTER the warmup while students go for a drink break enabling them to venture further into the space available to them. I often changed the way I attempted to gain the students’ attention. Using clapping, raising my voice or putting my hand up. Next time I will choose one way of doing this and explain this to the class at the beginning of the lesson. I asked students to decide which of their pair was a number one and which was a - number two. This caused some bickering and arguments. Next time I will ask students to determine who is number one or two by using comparable characteristics. “Number one will have the longest hair”, “number one has the biggest feet” etc. Next time I will send students in drink fountain groups to ensure control of behaviour.