SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

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

Year Level: 6 Time: 2:00 – 3:00 Date: 04/04/2019 Students’ Prior Knowledge:
- Knowledge of cricket
- Throw and catch
Learning Area: Health & Physical Education

Strand: Movement and Physical Activity Focus Area:

Active play and minor games (AP)
Sub-strand: Moving Our body Games and sports (GS)
Fundamental movement skills (FMS)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
- Have equipment prepared for the lesson and the
Fundamental movement skills demonstrating adjustment equipment used for the warm up ready to be set
of force and speed to improve accuracy up.
and control (ACPMP061; ACPMP065)

Linking of fundamental movement skills to specific skills Equipment List

used in organised games, sports and activities, such as 29 tennis balls, or soft cricket balls
linking kicking to passing and shooting in soccer 10 tees
(ACPMP061; ACPMP065) 30 cones
10 bats
6 wickets

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 Asia Sustainability
histories and cultures

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:

 Demonstrate the ability to stop and pick up a moving ball with two hands.
 Demonstrate the ability to send a stationary ball accurately between two cones.
 Demonstrate the ability to rapidly send several balls accurately between fielders.

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
At the conclusion of the lesson, the teacher should consider the following –

- Did the students have adequate time and situations to practice the skills in order to see progress and
improvement?
- Were the activities appropriate for the class?
- Were all students able to participate fully? Were there appropriate extensions in place for students struggling
or succeeding in the activities?
- Did the students actively participate in the activities? Could changes be made to the design of the activities or
lesson in order to engage students more?

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Teacher self-reflection and self-evaluation:
At the conclusion of the lesson, the teacher should reflect on the following –

- What went well and how can I utilise that in the future?
- Did the students participate in all activities, why/why not?
- Was I clear in my presentation of the instructions and demonstrations – how could I improve?
- Were there any issues with the equipment, would other items have worked better?
- Did the students achieve the lesson objectives – what did they take away from the lesson?
- Were there any times in which student behavior was poor – why was this?
- Did the students enjoy the lesson – how could the experience be more positive for them?
LESSON PROGRESSION
Motivation and Introduction:
Time
- Introduce the lesson, explain what each activity will be.
2:00 - Explain the objectives
- Ask students to set up the warm-up playing area
- Demonstrate the warm-up
2:03
Student Organisation Lesson Content Class Organisation
(Individual task structure, differentiation) (Content & KTP) Resources/Equipment
(Position of teacher/students, setup/working area/grids for class,
Progressions: Snowball Tag: transitions)

- Restrict/increase the playing - Mark out a 10m x 10m

are square
Resources:
- Apply a time limit - Balls placed together at
the edge of the square - 29 balls
- One player begins with the - 4 cones
ball and is the tagger
Organisation:
- The tagger attempts to
catch other players by
tagging them with the ball
or hitting below the
shoulders with an
underarm throw
- All caught players collect a
ball and become taggers

- Last player caught wins

KTP’S
- Step, Swing, Release (if
underarm throw)

Bridging organization
2:08
- Students to pair up.
- Each pair to get one ball.
- The pairs will line up across the designated cones, facing each other.
2:11 Progressions:
- Children should move into
the line of the rolling ball
before going down on their
knee. To practice this, pairs:
- Roll the ball very slightly to
the left or right of their partner.
- Stopping the ball and then
throwing to partner:
(i) One of the pair rolls the ball
out, the other stops the ball
using 2 hands and body as a
Stopping the Ball with 2 Resources:
Hands:
- 15 balls
- Pairs roll the ball in a
straight line for partner to - 4 cones
stop using two hands.
Organisation:
- Having stopped the ball,
they stand up and roll the
ball back for partner to
repeat.
- The ball must be rolled
underarm, not bounced
along the ground.

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 barrier, then quickly stands up
and throws gently overarm KTP’S
one bounce to partner. Repeat
3 times each, then change.
- Bend, Pinkies
(ii) If space is available, allow together
for a harder throw by
increasing the distance apart. - Step, Swing, Roll
(iii) Throw to partner without
bouncing, (i.e. for partner to
catch).
- Pairs roll the ball faster to
test if their partner can stop it
cleanly.

Bridging organization
2:26
- Students to move into groups of 3.
- Take 2 cones, a bat, and a ball each.
- Set up the activity according to teacher’s instructions.
- One batter, one fielder between the cones, and one backstop.
2:29 Progressions: Target Batting: Resources:
- Vary the distance of the batting tee - Set up a batting tee, with - 30 cones
depending on ability/age. two cones set up in goal
formation ten metres from - 10 bats
- The size of the goals can vary batting tee.
depending on the ability/age. - 10 balls
- Students, in threes take
- Remove the goals and leave one cone turns trying to hit the ball
for the batter to aim at. Organisation:
through the goals.
- Have a fielder standing between the - The fielders will field the
goals acting as a goalie. ball and return it back to
the batter.
- Once the ball has been hit
6 times, the batter will
rotate with the fielder
KTP’S
- Step, swing, strike

Bridging organization
2:39
- Students move into 3 groups of 10.
- Each group to get 8 cones, 2 wickets, 6 balls, and one bat.
- Move into instructed playing area and set up.
2:42 Progressions: Rapid Fire: Resources:
- Decrease playing area - The object of the game is - 24 cones
for the batting team to hit
- Increase/decrease number of balls hit the ball from the tees, - 3 bats
through the goals which
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 are guarded by the fielding
- Increase distance to score a run team. Fielders cannot - 18 balls
move forward of the goals
(Safety Zone) until the last - 6 wickets
- Allow only underarm throwing
ball is hit
Organisation / LEST:
- Width of goals (increase/decrease) - The goals should be
approximately 20m from
the batters. (This will vary
- Impose time limits with age/ability)
- Each time the ball passes
- Have scoring zones for bonus runs through the goals the
batter scores 4
- Fielding team can place a hoop to - Batter has 6 hits
return balls to in the field rather than
back on tees - After the last ball is hit the
batter runs between A – B
or C – D scoring single
runs to be added to those
acquired from hitting
through the goals
- To stop the batter from
running the fielders must
retrieve the balls and put
them back on the tees in
the designated area
- When all players from one
team have batted, the
team’s reverse roles
KTP’S
- Step, Swing, Strike
- Look at field, shot selection.

2:55 Lesson Closure: (Review lesson objectives with students)

Teacher directs questions at several students:
- “What was the most enjoyable part of today’s lesson?”
- “What did you learn today?”
- “What do you need to remember when picking up a rolling ball?”
- “What do you need to remember when doing an underarm throw?”
- “Why do we need to communicate with our peers when fielding?”
- “What do you need to consider when batting?”
- Ask particular students to demonstrate the skills and point out their correct technique.

Transition: (What needs to happen prior to the next lesson?)

 Prepare activities that utilize the rules of cricket, so students can continue to build their
knowledge of the game
 Notes need to be written down for informal assessment on ability of students

Assessment: (Were the lesson objectives met? How will these be judged?)
Formative assessment
Students will be informally assessed on their fielding including skills such as picking up the ball and
batting.

How
Observational checklist – Time effective and useful way of assessing movement skills. The teacher will
move around to the groups of students making an assessment on their performance.

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