Tiered Lesson Plan

Curriculum (Learning) Area of Lesson: Health and Physical Education (Health and Fitness)
Title of Activity: Tele-match (Ball game - kicking a ball towards a target)
Specific Topic of Lesson:
• Fitness: Cardiorespiratory activities (running)
• Physical Education: Develop locomotor and manipulative movements and targeting skills.
• Mathematics: Colours, counting and recording of data. Perform addition and prediction of data.
Years 9 and 10 - Leisure and recreational activities (ACARA: HPE, 2012)
Aged 13 and above - Recreation (SPED Curriculum Framework, MOE, Singapore, 2012)
Year Level/s: Adult with Intellectual Disability (ID) (Ages 22 – 31)

Lesson Context:
This lesson is to develop Health and Physical Education lesson plan with the use of interdisciplinary education
approach (Cone, T. P. et al., 2009) to integrate with mathematics curriculum and movements concept to increase
proficiency of locomotor skills through interactive activities and provision of quality learning environment (Meldrum
et al., 2012). Students have been taught on the following lessons:
• Physical fitness - closed activity to emphasize students to practice in improving the skill of kicking towards a target
(skills mastery).
• Numeracy (Maths) – Colours recognition and counting. Addition (single digit)
• Social Interaction and Social Emotional skills (SISE) - Fair game play using good turn taking and peer support.
In this lesson, the teacher shows the daily routine schedule of activities to the students each day and what activities
will be taking place, providing students with the stability and prior knowledge of the task ahead. Students engage in
an interactive game play as part of a physical fitness categorize under recreation and leisure (tele-match activity).
Students will learn how to apply their knowledge, understanding and skills to the physical, numeracy and social skills
which is of particular importance to students in this context such as collaboration of manipulative, movement and
mathematics curriculum to demonstrate one learning context to another. It also encourage critical thinking skills and
decision making (Meldrum et al., 2012) while motivates student and makes learning fun and meaningful.

Learning Objectives
As a result of engaging with the lesson, students will:
Improve their:-
 Physical fitness - To strengthen bilateral lower limb and improve static and dynamic standing balance.
 Ability to record and keep track of his number of successful attempts or total score after each lesson. Using
symbols such as slashed or dots to graphically represent data for performances in the lesson when they hit the
different colour targets.
 Identify and match colours, perform counting and addition of single digit numbers. Perform addition of total
successful attempts and make predictions of the data.
 Social skills: Turn-taking, peer support and good game-play skills
know (e.g., facts, vocabulary, dates, information) be able to (do) (Skills, processes)
 Play ball games for fitness and also for Students have the following skills:
recreation and leisure activities.  Have stable gait and is able to kick a ball towards a set target.
 Record and keep their game score  Chasing and running towards the ball and pick the ball or
(Numeracy skills). passing it to their peers
 The concept of fair game play skills.  Recognized the colours and matched it to the score card
 Record and chart data, perform numbers counting and addition
of their scores.
 Compare scores and make predictions on the winning
peer/team
 Develop good social skills of turn taking and peer support.
Essential Questions (1-3; these should help students engage with the “big ideas” or understandings)
 What are the choices of songs or tasks that students likes? (warm-up and cool down exercises)
 What instructional strategy might support the teaching in completion of the target skills?
 What are the types of activities and rewards that can be used to catch their interests and motivate their
participation and involvement during lesson?
 What communication strategy or methods for them to express their needs, wants and feelings or outcomes (Using
of visuals, charts, AAC, Media)
 What are some examples of safe and age (appropriate) behaviours? Why are these safe/appropriate?
 How to use the appropriate support or modifications for students who requires them i.e. to provide autonomy and
challenges?
 What are the student’s interests and strengths to make the lesson engaging? Reading aloud of relevant text that
include meaningful information that the student can relate to and generalize to various settings.
 What are the differentiated techniques best suits the learning process?
 What appropriate scaffolding techniques required during the lesson?

Pre-assessment of Individual Student Readiness

Pre-assessment tools for student readiness in preparation of the lesson plan:
 Client Assessment Form (CAF), last assessment period in from (Apr to Sept 2019):
All clients are placed in Tier 1 - Categorize under very low care needs.
Students achieved independence in their ADLs skills, requires some to frequent assistance in her community living
skills, do not display any behaviour of concerns i.e. good attention span such as able to be on task and are generally
compliance with given instructions or tasks.
 Findings have shown that distance walked on the 6 Minute Walk test (6MWT) assessment is a tool to assess a
person fitness endurance and measuring their functional exercise capacity during cardiovascular events or physical
activity (Beatty, A. L. et al., 2012; Stockman, J., 2009; UD Physical Therapy Department). Hence, prior to the lesson,
the 6MWT assessment was conducted on the group of 5 students selected for the HPE lessons (Appendix A).
sixty percent (3 out of the 5 students) noted to be overweight inclusive of one student with obesity. However, all of
them have normal cardiac responses and are healthy to participate in the fitness activity.
 Rubric (Appendix B)
Physical fitness and social skills - Students were able to kick a ball but may not accurately hit the target all the time.
However, they all have good endurance to be on task during the entire assessment and were able to follow the
instructions.
Numeracy skills - Students are able to accurately identify one digit numbers and colours. However, some of the
students were unable to count or perform addition of single digit numbers.
Lesson Plan
Lesson Sequence Explanatory notes
Introduction:
 Recap about the book that was read aloud to the students prior to the •Book – Illustrate the ways and importance of
lesson: keeping fit.
- Good sports, win or lose by Breann Rumsch •Keeping the objectives and focus on students to
- Kicking a ball by Allan Ahlberg work on meeting the set goals.
 Read Aloud: Get Moving by Mari Schuh (Non-Fiction)
• Short discussion and brief recap on past lessons on Physical fitness
(kicking a ball toward a target), Numeracy (colours recognition, count and Teaching strategy:
addition of single digit numbers), social skills (turn taking, peer support and •Modelling, explicit instructions (I do – We do – You
game play skills). do)
 Bring all students to the catchment area (open space on level 2). •Use of backward and forward task presentation for
 Introduce the tele-match to the students. skills attainment and students involvement in the
lesson
Show/Demonstrate
• Kick a ball towards a target (cone) identified with different colours.
 Mark and record the score on the score sheet according to the colour
 cone that they hit.
 To add the total number of hits recorded on the score sheet and
determine the winner for each game.

Space/Environment:
• Ensure that students have sufficient individual space particularly when
movement is introduced. •Safety factors and to reduce risk of possible
incidents due to the movements activities
Materials Preparation: Resources and materials (Appendix C)
•Arrange the materials and resources as illustrated:

Students 1m (Yellow mark cone) 2m (Red mark cone)

(2 students/grp)

Ball 1m (Blue mark cone)

 Labelled the cone with different colours.

• Place the cones in 1 and 2 meters away from ring floor markers (starting
point).
•Prepare 2 score record sheets.

Activities:
•Warm-up session
1. Student exercise with music (Music that they like).
2. Teacher selects one locomotors and four non-locomotor movements and
organized the movements into repeatable sequence. Begin the warm-up
physical activity such as walking/running on the spot. Pump your arms or
make large but controlled circular movements with your arms to help warm
the muscles of your upper body, forward hip bending, movement of the
neck/head, bending of the knees and movement of wrist and fingers.
3. Students model after the teacher’s movements (Repeat each movements
3 times).
(Duration: 5 minutes)
 Warming up and cooling down exercises before
fitness activities may offer help in reducing the
student risk of injury and improving their athletic
performance.
 Music is a Multi-Sensory Experience- Motivates
student’s participation and involvements in the
activities. Also makes the exercise fun and
interesting.

1. Divide students into 2 groups.

(Game 1)
2. Student from each group take turns to kick the ball to the target. (Create
challenges with 3 target points i.e. distance of 1 and 2 meters.
3. Once kicked, student will need to run towards the ball, pick it up and
pass the ball to the next student standing in line.
4. Each student will record the number of successful attempts on the score
record sheet 1 and walk back to back of their group line.
5. Repeat steps 2 to 4 till all student in the group kicked the ball.
6. Continue to play the game (repeat steps 2 to 4). Students compete with
one another for a duration of 10 minutes.
7. When times up, student add their total score and record into the score
record sheet.
8. The student with the most scores wins the game. Record the winner
number on the score sheet, number 1 for the most hits, number 2 for 2 nd
highest and so on.
9. Teacher shared and feedback the team scores.
(Game 2 - Competition)
 Use of scaffolding technique: Provide different
degree of challenges for students to hit a target
that is further away. While the nearer target still
allow some to hit; motivate participation. Provide
opportunity for students to be more independent
in their learning process and to provide different
degree of challenges (increase number of
successful attempts) for students to make learning
fun and interesting.
 Using of colourful marks cones and game play
activity to engage maximum participation and
using music that students like are great for
motivation and promotes fun and creative learning
environment.
 Game play activity and competition: Promote
students participation and involvement.
 10. Teacher request student to give a name to their group.
11. Students make predictions on who they think will be the winning team
on the next game.
Repeat steps 2 to 7 (10mins)
11. After the scores are recorded, students look and compare their data
from score record sheets of game 1 and 2, compare their scores of
successful attempts to check if their score result was close to their
prediction.
16. Teacher provide feedback.
17. Students celebrate their efforts and congratulate the winner.
•Cool-down exercise
1. Student perform cool-down exercises with music (soft and relaxation
music). (Duration: 5 minutes)
Modifications:
For students who are unable to run, chase and pick-up the ball
independently due to their unstable gait and mobility issue, teacher will
encourage and request peer support from the group to render help and
support.
Lesson Closure/ Check for Understanding
How will you know whether students have achieved your lesson objectives?
 Student record and keeps score of their successful attempts.
 Students perform addition of the score of successful hits of the target/cone.
 Students can make predictions and compare scores from 2 score record sheets.
 Use Rubric assessment tool (compare results with pre-assessment results)
Tiering format adapted from Tomlinson (1999).
 Promote participation and recognition of
successful attempts.
 Promote peer support: Student who can do
addition and good numeracy skills, will assists to
add the score and record it for their peers who is
unable to perform the task. Promote team
building.
• Feedback increases motivation and efforts (Hattie
& Timperley, 2007). Hence, with feedback provided,
students are motivated and will look forward for the
next game session.
• Good use of scaffolding technique for students to
make predictions on the winning team and to
compare their scores of successful attempts.
 Making predictions provide students the
opportunity while encouraging them to think
creatively in decision making process.
• Repeat the game: Good use of scaffolding
technique in reducing the level of prompting from
the teacher to provide opportunity for students to
be more independent in their learning process and
to provide different degree of challenges (increase
number of successful attempts) for students to
make learning fun, interesting and for skills
mastery and confident building.
 Cool-down activities focus on slow movements
and stretching. Cool-down activities also help to
prepare the student for the transition back to their
other activities of the day.
 Appendix A

Health and Fitness Education Programme

Student Fitness Record

Date: _January 2020__

Name Ag Resting Distanc Post BMI Sit to Remarks

e Blood e Exercise Overweight Stand
Pressure Covered Blood std : 20 in 30
/ Heart in 6 pressure second
minutes / Heart Obesity s
Rate std , BMI >
(Meter) Rate
27.5
Rafi 24 103/55 230 128/72 20.3 5 Right Hemiplegic CP
59 74 and Epilepsy, wears a
forearm splint and an
ankle-foot orthosis
(AFO). He has
undergone surgery for
tendon release (TA) and
cataract operation.
Require some
supervision to move
around in view of his
impaired vision and
limited range of
motion.
Weight -Ideal
Azil 22 100 / 79 264 110 / 75 37.3 3 Handhold assistance.
80 87 Obesity - High risk
Dao Jia 28 117 / 76 427 118 / 74 18.1 15 Overweight -moderate
93 92 risk

Eddy 26 117 / 76 427 118 / 74 18.1 15 Underweight At risk of

93 92 nutritional deficiency
and osteoporosis
Zi Chye 31 112 / 74 450 120 / 83 22.5 9 Overweight -Low risk
63 80

References:
Beatty, A. L. et al. (2012); Stockman, J., 2009; UD Physical Therapy Department.
 Appendix B
Performance Rubric: Physical Fitness, Social Skills and Numeracy
Student group: __CAF Tier 1__ Age: 22 to 31 years old__

Lesson Number: __Pre-assessment___________

Date: _30 Jan 2020______

Client/Trainee: _____________________________
Assessment 3 2 1 Score Remarks
Areas
Physical Fitness & Social Skills (Leisure and recreation activity)
Movements Ability to follow Require some Require
(Locomotor & movements support to follow maximum
Manipulative) without support movements physical support
all the time to follow
movements
Kicking a ball Able to kick a ball Able to kick a ball Unable to kick a
with either feet all with either feet ball with either
the time sometimes feet
Hit Target Able to Able to accurately Unable to hit the
(2 metre accurately hit the hit the target target
distance) target all the time sometimes
Compliance Able to follow Able to follow Unable to follow
to group instructions and instructions and instructions and
instructions ability to model ability to model or ability to model
or imitate the imitate the teacher or imitate the
teacher all the sometimes teacher
time
Turn- taking Able to wait for Able to wait for Unable to wait
his/her turn all his/her turn for his/her turn
the time sometimes
Maths
Identify Able to identify Able to identify the Unable to
Numbers the correct correct numbers identify the
numbers all the sometimes correct numbers
time
Write Able to write the Able to write the Unable to write
Numbers correct numbers correct numbers numbers
all the time sometimes
Counting Able to count Able to count Unable to count
correctly all the correctly
time sometimes
Addition Able to perform Able to perform Unable to
addition of addition of perform addition
numbers (single numbers (single (single digit)
digit) most of the digit) sometimes
time
Colour Able to identify Able to identify Unable to Flash colour cards
correct colour correct colour identify colours were used to identify
most of the time sometimes numbers placed on
the target cone.
Ability to match
colours correctly.

Total Score: ________________

Teacher: ___________________

Appendix C

All materials/resources needed to teach session:

Football Colour quoits Colour Cones Colour ring floor marker

 Football
 Floor marker – Ring floor markers
 Colour Quoits
 Colour Cones
 Round floor marker
 Music from mobile phone
 Portable speaker with blue tooth
 Permanent colour markers
 Score record sheets