AGU LESSON PLAN The following is a sample of the Lesson Plan format used by the University. Lesson TopiciFocus: Running Dat snona ‘AusVELS Domains): Health and physical education Yoar level(s): Grade , 30 students ‘AusVELS strand (s): Movement and physical activity Lesson duration: 60: minutes AusVELS sub-strand(s): Moving our bodies ‘AusVELS Dimension(s) or Religious Education : Guldotine: Loarning Standard(syOutcome(s): Students will revise and develop their running technique to improving towards mastery. Assessment: ‘Assessment strategy: For this lesson students will be observed throughout. Assessment criteria: * Observations of students bending their knees to a right angle during the recovery phase of running, | * Observation of students using the correct aspects of technique while running | Teaching focus: A ‘The pre-service teacher's teaching skill for observation by Associate Teacher; JS * Ensuring that all students are participating in the class activities B. Teaching skills that the pre-service teacher would like to personally develop. ‘+ Using a loud voice in an open space * Providing clear instructions for the students when explaining the game Background to the learning: | ‘A... References for teacher background knowledge. Australian Curriculum . Learning to teach health and physical education, the student, the teacher and the cliriculum by Kathryn Meldrum and Jacqui Peters Kiwi sport Fundamental skills -locomotion activities B. Identify students’ current knoiviedge * Students have already had 2 previous lessons on running focusing on other elements including focusing eyes forward, leaning slightly forward, bending arms and using opposite arm to leg in a funning motion.on ques aod oe 0.69 todays focus is developing and working on their ru ase * Students are working toward mastery of this skill * Students often engage in running games in the playground but don't often use the correct technique * Students are familiar with star jumps Losson resources: A large outdoor space Cones to mark the area Bean bags 7 hula hoops (may need 2 extra to modify if needed, a total of 9) Lesson content: » ‘A. Introduction 10,mins 4. To begin | will have students sitting down so that | can outline what todays lesson is about. Focus student's attention to today’s focus of running, Can anyone remember what we have to remember while we run? (ery, . . ‘Why do we need to do these things? 2. Draw student's attention to the skills aspect by getting the students up off the floor to ; demonstrate and show the class the running movement using correct technique. 3. Discuss with students the importance of these aspects of the skill ‘Ask students why we need to do these things and why it helps us when we run. 4. Discuss with students the focus of todays lesson of running, explaining to students that skill tech Today we are going to practice our running skill after our watm up and then later we are going to practice running with a class game called 'Rob the nest’ whict{ill xplain later. > Play-war-up-gamewith students-catled midnight WARM UE GAME sMONIGHT” To start have all children in a large circle, The teacher will call out a factor that they know will be shared among students such a8 birthday month or favourite colour, The children that have these 4 ‘shared factors run around the outside of the circle and back to their spot. When the teacher calls son? midnight all students run around the centre of the circle and back to their spot. 59) ‘Make sure you make it clear to students that they need to be careful as they are running close to oe other students and they need to be ovate of where other students are running. Play the game a few times so that students can warm up. ; Ave ay. ‘Modifications " + Ifit's hard to find common factors for students give them:a number between one to four. Children with special needs: + If students are unable to run allow them to call out the shared factor + If'students cannot use clear verbal communication use numbers and allow them to hold up.@ sign to signal the number they are calling out +, For students that cannot run due to disability all students can walk to match the speed, " making the game fair B. Development 70-15 mins. 4, To begin request students to get into a circle with enough room fo move around. Also as the teacher join the circle so that every one can see you. 2. Show students the skill through demonstrating a run on the spot using correct technique and then running around the centre of the circle so that students can see ‘an example of forward running motion with correct technique.3., Go through step-by-step breaking down the components of running with students, +. Focusing eyes forward when running Bending back recovering leg at a right angle during the recovery phase Bending arms at elbows Moving arms in opposition to legs» “ Contact ground with front part of foot Leaning slightly forward As you go through these do the aspect of the skill and haye students copy you, Giving feedback to any students that may require it. aspect OF An? Encourage students to go through each individual,skil with you. Assisting any students that may need some assistance with technique. Get students todo this on the spot in the circle. Develop the skils to ‘one swift motion of running on the spot, Ask questions to, remind students, What was the first step? What happens next? €. Consolidation, practice, extension 25 mins 4, Get students to spread out along line up on a line drawn on the floor (e.g, a basket ball or netball base line) so that they can practice their skill on their own. Stress to students this is not a race and to jog slowly rather than run fast. 8. Once students have had a practice on their own, get students to’jog to the hallway line drawn on the basketball courts. Jog in front of them for them to observe and copy. 6. Ask students about the steps to focus their attention bgek to the initial ski 7. Bring students, in close to explain the next activityYStudents will be placed into 5 ‘Groups of 6, Students will run. from one cone to the other, when they get to this cone they will do 3 star jumps before running back to their line, When they get back to their line they will then tag the next person. The remaining students in the group will line up behind the first cone waiting for their turn. It is important to stress to students not a game ¥nd that we are practicing our running for a game later in the [On, This Cait be step up prior to the activity if there Is enough space. To pack up ask some volunteers to bring the cones in. Students do 3. star jumps here Student's start here Children with special needs: + For students that cannot run they can walk at either a fast or slow pace * For students that cannot participate they can start the game by signaling to the first runners when to start This game is designed to be quick so that students are not waiting around but have adequate time to practice and develop the skill in a non-competitive situation, 8. Bring students in to discuss the final game of rob the nest for the lesson. vTo play fob the nest students will be divided into 6 groups of 5. Students will each have a nest (hula \ hoop) in their group. The hoops will be ‘displayed ‘so that they /surround a centre hoop full of oO 5 beanbags. When the teacher starts the game one student at a'time buns to the middle and grabs one bean bag and brings it back to their nest (the hula hoop). Students cannot throw beanbags or drop are, them if they do this their bean bags go back into the middle. if students take multiple beanbags at any “ott —_time they loose two beanbags from their final score. Once all beanbags from the centre are taken all students can go to other teams nests to take their beanbags,:again only one beanbag at a time per 7 student. Students are not allowed to guard the nest as the focus is running to collect the beanbags. ‘¢\chO® When the teacher calls time students must stop go back to their nests an count the number of bean bbags they have left. The teacher will call the students back in and students will bring their beanbags. fan ‘One member from.each group. will raise their hand and give the class-a total of the number of Koay . beanbags they-had left. : To step up you can ask some students to take the bean bags to the centre while the teacher quickly Puls the other hula hoops in appropriate spots forthe game. At the endl ask some studngetYoienters > to help you quickly pack up. It is important to remind students about toa when they approach the nest to slow down to ‘avold collisions with other students and to use correct running technique that we have been practicing 8 this will make ‘ll students more affective runners. It is also important to encourage the students that it's not about winning, as we want students to focus on the skill, osm gee J "y go here ‘Student's nests Chi * Students who are unable to run can walk * Students can also take part in starting the game if they are unable to participate ildren with special needs: Before we start the game ask if any student has any questions. 9. Give students a drink break and walk to the drink taps as a class. Allow students to fave ston mine stom JV Db. Closure 5-10 mins 1. Bring students back in and have them sit down 2.. Discuss with students the key outcomes of the lesson. ‘What was our focus today? Didwe achieve our focus? ‘What things do you neéd to réiember while running? J 3, Reflect on the lesson with students. Did using these skills help you in the game?Post-losson review and evaluation: Student achievement: To what extent were students able to achieve the outcome of developing their running skills towards mastery? How did the students demonstrate this throughout the lesson? Teaching effectiveness: What have you leamt from the lesson? What do you recommend for future lessons when teaching running? ‘Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development focus for the lesson, referring to both strengths and areas to be addressed.‘ACU LESSON PLAN The following Is a sample of the Lesson Plan format used by the University. Lesson TopiciFocus: Dodging Date: sonona ‘AusVELS Domain( Health and physical education Yearlevel(s): Grado , 30 students. ‘AusVELS strand (8): Movement and physical education Lesson duration: 60 minutes AusVELS sub-strand(s): Moving our body AusVELS Dimension(s) or, Roligious Education Guidelin Leaming Standard(syOutcome(s); Students will begin to develop dodging skills when they are running. ‘Assessment: Assessment strategy: To assess students 'm going to use observation to observe the assessment criteria, Assessment critefia: + Students ability to demonstrate that they can utlise dodging techniques correctly, * — Students are using dodging skills when they run. Teaching focus: : ‘A. The pre-service teacher's teaching ski for observation by Associate Teacher, + Time management ensuring thatthe activites stay to their designated time B. , Teaching skis that the pre-service teacher would lke to personally develop. + Using @ loud voice when providing instructions Background to the learning: ‘A. «References for teacher background knowledge Australian Curriculum ; > Learning to teach health and physical education, the student, the teacher and the curriculum by Kathryn Meldrum and Jacqui Peters B. "Identity students" current knowledge Students undertook their last physical activity lesson working on funning skills Students are well on their way to mastering running ‘Students have not undertaken @ dodging skill workshop at school Students are familiar with warm up game radishes and raisons as they have played It before vLesson resources: * Area for students to run + 36 Cones * 6 coloured braids (for the need of modifications) Lesson content: A. Introduction 10 mins 1. Talk to students about what we did yesterday. Who can remind us what our focus was yesterday? eo, tae wae, ve GAME - To Begin have-etudents-to engage in-arwarm-up VON ct TAME LADISHES & ZAISONS QCLING | Fhewwartp-gameie cae eshos-on-eaone.Sta-by-going aver the les for he-game i t 2 ~case-students-have-forgotien, Recap oF rules WS +/Then to divide students have them tine up and chitren by giving them a number ether a’one oa two yo! Tell the ones to go to one side of the area and the twos to go to the other. egy To play this game students are divided in half this is their team the number ones are the radishes and the number twos are the raisons, Students line up along a painted line or a line of cones in the centre of the playing field. Students line up on either side of the line (the radishes on one side the raisins on the other), The teacher yells out either radishes or raisins and whichiever name is called the students that team run to the safety of their own end line, while the members of the other team chase them. SI are not eliminated from this game it just continues until the teacher feels they have had Gettin towarm up. So that teams wait in anticipation you can roll the ‘R’ and the beginning, Padshoas Baxsrons stort are aT ¢ tare ow>| Raisons run this way elo and line up along this, , oboe side of the black line _Radishes run the way eee and line up this side of alee the black tine, elo Students line'up | > ran here Modifications for children with special needs: Whect Wer Should gtovt" ‘+ If students cannot participate allow them to either verbally say radishes of raisins or they could signal which team by: pointing inthe direction students: need: to run to suggest which team is running. 3. Bring students back into a group and explain today's lesson of developing dodging skills. Explaining to students that were going to learn this skill, practice it and then we will put our skills into practice by playing a whole class game of octopus. Does anyone know what a dodge is? What we can use it for? 4, Show students an example of dodging to demonstrate using correct skill points. Also get a student to.run towards you to show a more detailed demonstration. Also explain to students that this lesson we will be working towards putting dodging techniques into our running during | this lesson. 5, Explain fo students why this skill is important including that in group games we won't collide with others, we can use this skill for other Sports: B, Development 10-15 mins«Prior fo the class starting have the cones set out already for the zig-zag exercise, providing they are not in the way of the warming up activity. 4. Invite ‘students to spread out across a line where students have enough space around them but | don't want encourage too much distance between students, as they need to all hear and see me clearly. : ] 2... Show students the skill again and then break down the: skill into steps, having the students ‘copy you as you show them. Have all children dodge the same'way to avoid collisions, make sure they are aware they need to be careful to avold hitting other students. +. Foousing eyes in the direction that you are travelling + Use your outside foot to push offo change direction * Lowering your body whén you change direction and bending youir knees * Using one step to change direction * Practice on both sides 3. Go through the motion, movement and steps with the students again. When they have had a few minutes to practice the skill wth the teacher, alow students to practice on their own in the area by themselves. This practice willbe brief Consolidation, practice, extension 25 mins 4. Bring students back in'close to explain the next task of using @ zig-zag dodge. There will be a start line and 'cones set up in a zig-zag pattern. These’ cones'will begin 5 meters from the. start line’ and there will be total of 6 cones. To participate in this task students need to run to the’ first cone’and then dodge towards the next cone. They continue dodging all the cones until the end. When they get fo the end they go to the back of their line. ‘The next student’s starts when the first student gets to the third cone. Demonstrate to students showing and encouraging using the correct technique. * Stress to students this is not a race + Make sure that students are using correct performance technique. Modificatic hildren with special needs: * Children that can participate can have a go of creating the zig zag pattem and will be encouraged fo work on one aspect of the skill such as looking toward the dodge rather than performing the entire skil Children who can not participate can be involved in helping the teacher count the players into their team number and either a verbal go or non verbal signal such as a flag to help students know when to start 5. Put students into groups of 5 and there will be a total of 6 groups. To number students off start with one and count to five and then start again have the students, stand in a fine for numbering and have the class count with you. When you have numbered all the students tell the students were their start cone is and they need to'raise their hand when they have 5 people lining up behind their cone. Begin the task suggesting that when students have had two turns they sit down in their group. After students have had two turns each bring students back in. Noe8. . Let students have a.quick drink break and if any students don't want a drink ask them to help you gather the cones. 9. Bring students back in together to discuss the final game for the session. Discuss the rules of the gaine. For this game 4 students will be the octopus there goal is to tag the fish (remaining students) running {rom one side of the marked space to the other to. make them seaweed by tagging them. The students that are the, fish will run. trying to-dodge the: octopus. The. fish run when the: teacher says the word ‘octopus’, Once they get tagged the fish turn into seaweed ‘and:try to tag the remaining fish. The ‘game becomes so that the remaining fishvare also an added obstacle for students to avoid. The area for this game will be marked with cones. The students that are octopus will wear coloured braids. Play a few times swapping octopus. At the end of the game have. students bring the braids back in to be packed up. Ifthe game is relatively easy or too hard change Children that are + The number of octopus in the middle * The playing field size can be made smaller or larger with the cones octopus “ i @ e oh Aah . ‘ , : | The fish line up 4 1 f here and run to 0 othe other side ee 10. Discuss with students why dodging will be helpful for this game, so that they don’t bump into people and they can'get around the octopus without being tagged, 14. Play the game a few times changing octopus. This game will work best choosing students of mixed abilities with running and dodging so that the game is fai. 42, Allow students to have a quick drink break. Closure 5-10 mins Bring students back to the floor. ee Discuss with students what we covered in todays lesson and what was important fo take away from this session. “ 3,. Draw student’ atténtion back to the dédging skill: ‘What did you have to remember when you perform a dodge? 4. Reflect on lesson with students. What did you find hard about dodging? id using this skill help you in the olass game?Post-lesson review and evaluation: ‘Student achievement: How did students demonstrate that they had used correct dodging technique? ‘To what extent did students achieve this outcome? Teaching effectiveness: What have you learnt from teaching this lesson on dodging? For future lessons what do you recommend for next time? Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development focus for the lesson, referring to both strengths and areas to be addressed.References Australian Curriculum, Assessment and reporting authority. (2014).Health and physical education curriculum. Retrieved from http:/www.australiancurriculum.eduau/hiealth-afid-physical- education/Curriculum/F-10?layout: Meldrum, K., & Peters, J. (2012). Leaming to teach health and physical education, the students, the teacher and the curriculum. Frenchs Forest, Australia: Pearson. ‘Sport and recreation New Zealand. Kiwi sport fundamental skills, Locotnotion activities: tunning. Retrieved from http://fulltextausport.gov, au/fulltext/1994/hillary/locomotion_running14-46.pat