SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

Tutorial __ Group ___ Student 1 ______ 2 _______ 3 _______
! 4_______
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Year Level: 6 Time: 9:00am Students’ Prior Knowledge:
Date: 30/04/18 Students wills have previously covered touch rugby
passing and restarts in the previous lessons, as well
as some simple evasion skills.
Learning Area: Health & Physical Education

Strand: Movement and Physical Activity Focus Area:

Games and Sports (GS) - Touch Rugby

Sub-strand: Moving Our Body

Content Descriptor: Teacher’s Prior Preparation/Organisation:

Propose and apply movement concepts and - Ensure all equipment is available and in working
strategies with and without equipment order
(Ss1.2MPA06) - Whistle
- Watch
- Water and sunscreen

Equipment List
- 30 cones
- 5-6 balls
- 15 bibs
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Competence creative behaviou Social competence understanding
thinking r

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

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:

• Practice evasion skills to move past defenders

• Demonstrate evasion skills in a dynamic environment to elude a defender
• Execute ball fakes and hesitations to move past a line of defenders
• Apply evasion skills to a modified game where attackers move past defenders to score a try

LESSON EVALUATION

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Assessment of Lesson Objectives and Suggestions for Improvement::
At the end of the lesson, the teacher should consider:
- if the students were physically active and engaged in the activities
- did the students follow the KTP’s given for passing?

Teacher self-reflection and self-evaluation:

- Were my activities level appropriate?
- Did the activities flow, and follow through from stage 1 to stage 3/4?
- Did students enjoy the lesson?
- If a student became disengaged, what did I do to solve this issue?
- Were my instructional tasks clear and concise?

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LESSON PROGRESSION
Time Motivation and Introduction:
- Ask students to recall KTP’s for passing
0:00 - Ask students the rules about restarts

Student Organisation Lesson Content Class Organisation Resources/

(Individual task structure, differentiation) (Content & KTP) Equipment
(Position of teacher/students, setup/working area/grids for
Warm Up KTP class, transitions)

“1v1 Evasion” - “Plant foot, explode” Equipment

• Groups of 6-8 - “Speed, down, push” - 20 cones
• Attackers start with ball - 5-6 balls
• Defender calls ‘go’
• Attackers run and aim to get Class Organisation
to try lines, must evade
defenders - have each grid in a row, if large
class can have 2 rows
• Must touch ball past try lines
to win - teacher is able to see all groups at
once

0:08 Bridging organization

- instruct students to bring in all equipment to a central point
- the teacher will organise the class into 3 even groups
- Demonstrate the next activity
- Ask students to set up a grid for each group

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0:10 Activity 1 KTP Equipment
“Line attack” - “Plant foot, explode” - 12 cones
- 3 groups of 10 - “Speed, down, push” - 15 bibs
- 5 defenders, 5 attackers in - 3 balls
each group
Progression
- The aim of the game is for
our attackers to get through - add in a ball and passing Class Organisation
the defensive line and after 2-3 goes
- 3 groups in a row next to each
score. - other
- Start without a ball and - 4-5m gap between groups to
everyone goes at once- reduce interference
everyone involved.
- The defenders are not
allowed off there lines so
can only move side to side-
like crabs.
- If attackers are tagged
without scoring they return
to the line and go again- if
get across the line without
being tagged that counts as
one point.
- After 2mins non stop see
who has most points and
they are winner.
- Play 4-5 rounds and give
everyone a chance to attack
and defend.

0:18 Bridging organization

- instruct students to bring in all equipment to a central point
- Ask students the strategies they used to get past the defender
- the teacher will organise the class into groups of 6
- demonstrate the activity, then ask the students to set up their grids just as you showed them

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0:20 Activity 2 KTP Equipment
- Plant foot, explode

“On the Move” - ‘Step away, step towards

- 30 cones
• Groups of 6 - 5-6 balls
- “Speed, down, push”
• two groups line up,
attackers and defenders
Class Organisation
Extensions
• Start from middle cones
- set up each grid next to each other
- use ball fakes and
• Defender calls ‘go’ in a row
hesitations
• Runs towards corner cones, - Allows teacher to see all groups at
meets attackers in the once
middle
• Attackers aim to get past
defender without getting
tagged

0:30 Bridging organization

- Ask students to leave equipment where it is, then bring them in to a central point
- Explain the ‘waves’ activity to students using a demonstration
- Organise students into groups of 7
- Send students back to their grid to start activity.

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0:31 Modified Game KTP Equipment
• groups of 7 'step away, step towards' - 30 cones
• 4 attackers, 3 defenders 'initiate, slam, step’ - 5-6 balls
• Aim to pass defenders, - “Speed, down, push”
score a try
Class Organisation
• Use scoring and self
umpiring Extensions - Grids set up in a row (As seen in
previous activity)
• Offensive strategies - add a scoring system
involved

0:44 Bridging organization

- instruct students to bring all equipment to a central point

Lesson Closure: (Review lesson objectives with students)

- ask students if they can identify the KTP’s for passing, evasion and scoring a try
- Ask what strategies help students to get past defenders

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

- ensure all equipment is put away

Assessment: (Were the lesson objectives met? How will these be judged?)
identify which students achieved the lesson objectives and which didn’t, why?
Which students used attacking strategies to move past the defenders?
Use an observation checklist to assess the KTP’s of each student

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