PE

Lesson plan – Lesson 4

Name: Raelee Minuzzo and Jordyn Algar Time: 2.00 – 2.45pm Date: 24/5/18
Activity: Tabloid Event Class / Year: 5/6/7’s School: Lake Windermere Primary School
Equipment: No. of students: 10 Lesson: 4 of 4
• Dot makers
• Bases
• Large square
• Hoops
• Stop watch
• Bean bags
• Balls
• Cones

ACARA: Year 5 & 6 Student Learning Outcomes Teacher Outcomes
Strand: Movement and physical activity Students will: Pre-service teachers will:
• Devise strategies in throwing techniques to • Build relationships with students by getting
Sub strand: Learning through movement score the most points, focusing on force, involved in the game and motivating students
Content descriptor: Participate positively in groups and teams by distance, and accuracy to get it to the targets • Facilitate social interactions by helping students
encouraging others and negotiating roles and responsibilities (ACPMP067) • Support their teammates by using positive negotiate during conflict or in making decisions
Elaborations: language and support in tactics and skills in by creating teams in a way that is non-biased
• Understanding the contribution of different roles and responsibilities in order to help them achieve success. and fair
physical activities that promote enjoyment, safety and positive • Employ secondary general skills in throwing • Provide a physically, socially and emotionally
outcomes for participants different types of balls/objects. safe environment where students feel confident
• Demonstrating negotiation skills when dealing with conflicts or 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

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
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 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

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
• 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: 5 mins
Explain what we are going to be doing today – event that
I will allow us to demonstrate all the skills we have learned
N over the last 3 weeks

T
Pre-service teachers to give explanations and
R demonstrations at each station, asking for questions from
O students to consolidate learning and promote MIP.
D
U
C
T
I
O
N

4 ACTIVITIES FOR TABLOID EVENT!!! Reflection/Questions: 30 mins to
Activity 1: Battendi Key Cues: • Why would Aboriginal rotate
D Description: This is a distance-and-accuracy throwing • Aim for the target and/or Torres Strait between
E contest using a Woomera to propel a tennis ball • Shoulder height Islander people have 4
The game is named Battendi, which means to ‘throw a played this game?
V • Swing and release the ball stations/
spear’ in the Kaurna language. • Look out for others around • What could be done
E activities
Rules: you differently with this
L game?
O 1. Players take turns in the contest, which consists of a • Well done ____!
distance throw and a target throw. • How do you think
P
2. The first contest is a distance-throwing contest. Each Aboriginal People might
M have organised their
player gets three attempts. Allow a 10-metre area to run
E teams? Why?
up and throw.
N 3. The target contest consists of throwing at a target
T
(such as a large wheelie bin) to represent a kangaroo 20–
30 metres away. The distance to the target depends on

the age of the players.
4. A round of 20 attempts is allowed and the ball must hit
the target on the full to count. If time and availability of
targets allows then two rounds can be conducted. If
players have the same score at the end of the contest a
tie-break for first place, with additional throws (rounds of


EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 five throws), is conducted to determine the winner.
Reflection/Questions:
Key Cues: • Why would Aboriginal
Activity 2: ‘kal-ka-doon kee-an’ • Form a line and/or Torres Strait
Description: This activity involves throwing a ball into a • Player in front with the Islander people have
small bin target as many times as possible, as part of a foxtail played this game?
tabloid activity or a skill game. • Thrower ready. Go. • What could be done
The game is called kee’an, which means ‘to play‘ in the • Good throw differently with this
Wik-Mungkan language of north Queensland. • Watch the target game?
Rules: • Point your hand and follow • How do you think
1.Players in groups of two to four line up behind one through. Aboriginal People might
another. Players hold the foxtail a short distance away have organised their

from the ball and take it in turns to attempt to throw the teams? Why?

foxtail ball into a small bin from 3–5 metres away.
2. To avoid interference, the player throwing the foxtail is

2 metres in front of the rest of the line of players (mark a

line for this).

3. As an extra challenge the balls are held further down

the tail. Players retrieve the ball after their turn and give
it to the next player.

Scoring

The game is usually played for fun and recognition for a

successful throw, but players can keep a team score from

a set time (2–3 minutes) or set number of turns (four to

six).
Variations:

Players throw into a hoop 3–5 metres in front of them.
They score one point if it touches or bounces in and out

of the hoop and two points if it stays in the hoop. A group
score can be used. (Suitable for younger players.)
Players have a set number of turns (for example, five)

before the next player in line has a turn. Either play a

competition between individual players or groups, or add

all the individual scores together for a class total.













EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo

Key Cues: Reflection/Questions:
Acvitity 3: Weet Weet • Form a line • Why would Aboriginal
Description: • Player in front with the and/or Torres Strait
This is a throwing competition for distance and accuracy, foxtail Islander people have
using a club or pin to represent a throwing stick or weet • Thrower ready. Go. played this game?
weet. • Good throw • What could be done
• Watch the target differently with this
Rules: • Point your hand and follow game?
1. Players use different coloured clubs and conduct through. • How do you think
contests of distance and accuracy. Players may have three Aboriginal People might
turns each as part of an athletic event. have organised their

2. The player who throws the weet-weet the longest teams? Why?

distance or who hit — or was closest — to the target was
considered the winner of the game.

Variation

For younger players use a tennis ball in a stocking. These

are twirled around and either thrown directly into the air

or bounced from an inclined board or mat. Players aim to
throw the longest distance or for accuracy at a target.




Key Cues:


Activity 4: Woomera Reflection/Questions:
Description: This is a throwing competition for accuracy, • Why would Aboriginal
using a woomera and a tennis ball. and/or Torres Strait
Rules: Islander people have
1. Players use tennis balls and a woomera. played this game?
2. Players take turns in throwing at the target from • What could be done
behind a line 15 and 20 metres away (10 and 15 metres differently with this
for younger players). game?
3. The player who hits it gains one point. How do you think Aboriginal
4. Players should be encouraged to perform for their own People might have organised
enjoyment and personal achievement, but it is recognised their teams? Why?
that many will seek to engage in competition against
other players.
5. As a competition (individual or team) players have two
rounds of 20 throws at 15 metres and three rounds of 20
throws at 20 metres.
6. There is a total of 100 throws in a full competition. In a

competition the player with the most points at the end of
EDUC 4209 Year 6-9 Professional Pathways 1 Jordyn Algar and Raelee Minuzzo
 the game (from the set number of turns) is the winner.
For most class events players will have one round of 20
throws at 15 metres and one round of 20 throws at 20
metres.
7. In the event of ties between players for major places

(first, second and third) in all competitions have a ‘sudden
death’ throw for the decider.

8. If there are several targets available, players may be
allocated up to four to a target.
8. Players take turns after each other and may use the
same or different coloured balls.
9. Players not involved in throwing stand 5 metres back
and behind a restraining line. These players are involved
in scoring.
10. Players score one point for each time the target is hit.
The ball must hit the target on the full and be clearly seen
to rebound or deflect off the target for a score to count.
Special awards may be given to the winners of each
round.
Questions: 10 mins
C Activity 5: Human knot • What did you enjoy
L Play against other half of the class about the last few
O weeks?
S • What didn’t you enjoy
about the last few
U Reflection/Questions:
weeks?
R Think, Pair, Share!
Get students to pair up or in 3’s discuss the following • One thing you learned?
E • Anything you found
questions, and then share to the class.
interesting?
• Do you know any other
Emphasize things we think went well during the session.
Thank students for their participation in the unit and cultures who play games
hope they have learned something! 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