SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

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

Year Level: 6 Time: 11:15am-12:07pm Date: Students’ Prior Knowledge:
28/06/19  Basic fundamentals of the shot (from previous years)
 Have to safely perform a motorbike landing
 How to safely participate in a circuit
Learning Area: Health & Physical Education  How to respect the equipment
 Most students should have previously completed long jump 1 and
Strand: passed all the learning objectives within that lesson
 Movement and Physical Activity (MPA)
Sub-strand: Focus Area:
 Moving our Body (MB) MPASs2.1  Safety (S)
 Understanding Movement (UM) MPASs2.2  Active play and minor games (AP)
 Learning through Movement (LM) MPASs2.3  Fundamental movement skills (FMS)
 Games and sports (GS)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
 Practise specialised movement skills and apply them in a variety  Check the weather
of movement sequences and situations (ACPMP061)  Check safety of location (bees/ants/accessibility)
 Participate in physical activities designed to enhance fitness,  Bring out equipment and first aid
and discuss the impact regular participation can have  Have equipment organized
on health and wellbeing (ACPMP064)  Have assessment materials prepared
 Manipulate and modify elements of effort, space, time, objects  Mark out the lines which students will try throw passed (ribbon,
and people to perform movement sequences (ACPMP065) bronze, silver and gold)
 Participate positively in groups and teams by encouraging others
 Demonstrate ethical behaviour and fair play that aligns with rules
when participating in a range of physical activities (ACPMP069) Equipment List
 20+ cones
 Assessment materials
General Capabilities
Literacy Numeracy ICT Competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 List the key teaching points of throwing a shot put throughout the circuit when asked and at the end of the lesson
 Identify where the measurement for shot put is taken, this will be explained in the first activity. At the end of the lesson’s students will be
asked where it is measured from
 Be able to perform a throw which lands with one of the four labelled sections (gold, silver, bronze, ribbon)
 Employ ethical and responsible behaviour whilst completing the circuit
LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement:
At the end of the lesson, the teacher should consider:
 Were ALL students able to list the key teaching points of throwing a shot put? Were they confident in their answer? How could you, as a
teacher, have made it easier to remember these KTPs?
 Could students make the appropriate distance for the throw of a shot put? If not, how could you improve their throw or was the any reason
that inhibited their ability to throw the distance?
 Did ALL students show ethical and responsible behaviour throughout circuit? If not, how could this be managed or avoided?
 Were ALL students about to constantly demonstrate/explain where the measurement of a throw was taken from? Did knowing this help the
students in their throw?
Teacher self-reflection and self-evaluation:
At the end of the lesson, the teacher should reflect on:
 Did the students seem engaged in the lesson?
 What activities were all the students really interested in? Why do you think that?
 What activities did students seem bored or misbehave? Why do you think that?
 Did all students get something out of the lesson (EALD, GT and SAER)?
 How could I have actively engaged the students in the lesson more?
 Were my instructions clear?
 Was my layout easy to work with when changing activities?
 Did my bridging organizations facilitate my lesson?
 How could I improve this lesson for next time?

HLTH2203 Jan 2019

 LESSON PROGRESSION
11:15 Motivation and Introduction:
Begin the lesson by greeting the whole class and taking roll. Then introduce the what is happening in the
lesson.

“Today we will be continuing our athletics unit and doing shot put. We will just be recapping what we should already
know about shot put and then doing a circuit for shot put and getting some measurements for the athletics carnival.
Today I want to see everyone do their best as I will be assessing and today is your only chance to qualify for the event
in the athletics carnival.”
Once this has been introduced, begin explaining the warm up and begin activity.

WHAT YOU SHOULD SEE EQUIPMENT

 Maximized  20+ cones
movement/inclusion  Assessment materials
 All students
participating/engaged WHAT IT SHOULD LOOK
 Students abilities and skill LIKE
levels  Teacher stands side on to
 Safe play the game and walks around
 Team work (ethical the outside of the games
behaviour) enforcing safe play and
saying KTP’s
KEY TEACHING POINTS  Always face the students
 Eyes open, head up  Correct students, reminding
 Strategy (are you going to flip
WARM UP – Cone Twist your cones back up right with any
 Split class into two teams (team strategy?)
upside down and team right side up)  Ethical behaviour (no doggy
 Aim of the game: to flip the other guarding, no disagreeing)
teams’ cones the way your team
wants them to face PROGRESSION
 Set an allotted amount of time for
 Add more cones
players to try flip the other teams’
cones, when time is up count how  Make two different coloured
many cones are facing which cones and flip them based on
direction. The team with the most colour
cones facing their direction wins.
.
SPACE
 Large grassed area if sunny
 Inside if wet

them of KTP’s

Teacher
Bridging organization
 End activity with a whistle
 Choose two students to collect all of the cones and bring them in
 Explain the next activity
 Begin next activity

ACTIVITY 1 – Shot Put WHAT YOU SHOULD SEE EQUIPMENT

Review  Maximized  1 tennis ball per student
movement/inclusion
 All students SPACE
participating/engaged  Gymnasium if raining
 Students abilities and skill  Large grassed area outside if
levels sunny
 Safe play
 Team work (ethical
WHAT IT SHOULD LOOK
behaviour) LIKE
 Teacher stands in front of
Line students up along line and break the
shot-put throw into four parts parts; the
KEY TEACHING POINTS students explaining the
grip, the stance, the putting and the  Ice cream cone (grip) activity, key teaching
HLTH2203 Jan 2019
rotation.
 Squash (stance) points and
 Superhero (stance) technique/information
GRIP  Throw money out your pocket about the activity and shot
As a group, get everyone to hold the (rotation) put
tennis ball and demonstrate the grip. INJURED STUDENTS  Make sure when students throw
Explain it by sitting the shot on the base of that you are out of the way
your fingers, three fingers behind the shot  Injured students should still be
able to join in to do this activity  Walk up and down line
and your little thumb and finger to either
 Always face the students
side (like an ice-cream cone)
 Correct students, reminding
STANCE them of KTP’s
As a group, get everyone to practice their
stance by locking the shot into their neck.
Demonstrate and explain by telling them to
put the shot underneath their jaw and in
front of their ear like they are trying to
squash their windpipe. Let them know that
they also need to stand like superman but
flip their arm the other way (demonstrate)
PUTTING
Explain that students need to push the
shot put and they need to push it up and
out, not just out. The want to stretch and
propel.
ROTATION
As a group, get the students to place their
hands on their hips and pretend as if they
are carrying coins in the right hand (for
right handers) side pocket of their shorts.
Then tell the students that they want to
throw the money out of their pocket
without using their hands. This should get
the students to pivot their back foot, use a
strong drive in the hips, extension of the
driving leg, have a weight transfer and
finish in a tall position.
Bridging organization
 End activity
 All students bring in their own tennis ball
 Explain and demonstrate the next activity
 Begin next activity

ACTIVITY 2 – Circuit WHAT YOU SHOULD SEE

 Maximized
movement/inclusion
 All students
participating/engaged
 Students abilities and skill
levels
 Safe play
 Ethical behaviour
 Students thinking for
themselves and aiming for
self-improvement

KEY TEACHING POINTS

VARIATION


INJURED/SICK
STUDENTS
 Stand by the iPad and see if they
can remind students of the key
teaching points

Lesson Closure:

Transition:

HLTH2203 Jan 2019

 Assessment:

STUDENT NAME GOLD SILVER BRONZE RIBBON NOT

(6.05m) (5.77m) (4.97m) (3.63m) ACHIEVED

HLTH2203 Jan 2019

 ALL ALMOST
ACHIEVED
ALL MORE THAN ACHIEVED
HALF LESS
ACHIEVED
THAN FEW TO NO NOTES
ACHIEVED ACHIEVED HALF ACHIEVED HALF PEOPLE

HLTH2203 Jan 2019

 CLASS OBJECTIVE

List the three key teaching points of a long jump KTPS

throughout the circuit when asked and at the end of
the lesson

Explain why we use our arms in a long jump, this will ARMS
be questioned at the start of the lesson

Identify where the measurement for a long jump is MEASUREMENT

taken, this will be explained in the first activity. At the
end of the lesson’s students will be asked where it is
measured from and how we can use our body weight
to ensure that we are not falling backwards at the
end of a jump

LANDS ON IDENTIFIABLE SECTION

Employ ethical and responsible behaviour whilst BHEAVIOUR

completing the circuit

HLTH2203 Jan 2019