Assignment 1: Lesson plans

S00127198 Meghan Hannah

1

LESSON PLAN 1:

Grade: 3
Duration: 60 minutes
Focus: Kicking and trapping
Links to the curriculum:
Under AusVELS Health and Physical Education Level 3, the learning focus states:
- They practise and develop competency in a range of complex motor skills such as . Kicking
(VCAA, 2014)
Learning Outcomes:
- Students will be able to kick and trap a ball using the correct technique
- Students will be able to distinguish between different kicking and trapping techniques.
- Students will be able to demonstrate proper kicking and trapping techniques and be
evaluated by the teacher during the activity drills
Introduction:

In designing a lesson in physical education it is essential to pay attention to the broad range of
experience that students may have, and also the experience that the teacher is intending to set for
the students. It is significant that classes include a balance of high energy activities alongside lighter
features. (Blue Earth, 2013). There also needs to be a balance of group activity contrasted with
individual challenges and partner work, providing opportunities for free exploration alongside the
development of a specific skill (Blue Earth, 2013). There are many aspects to look over and consider
when taking a P.E class and it is through effective teaching that these can be met. It is vital that a
teacher is able to manage and organize their class in a efficient manner, which ensures that
instructions are carried out and understood (Laker, 2001). The atmosphere of the classroom must be
supportive, positive safe and enjoyable and evidence has proved that a physically active child is also
a more engaged learner (Claire, 2013)

The teacher will introduce the lessons focus on kicking and trapping, and through modelled and
guided teaching, students will be able to shadow the skill. Through the use of the teacher
questioning and speaking aloud when modelling the skills, students will be able to activate their
prior knowledge and relate their skills to their own experiences.
Warm-up: All the following warm ups have the same common theme throughout them. They all
start low intensity and gradually the intensity in increased, allowing by the end to be fully stretched
and ready to develop skills. The warm ups do not involve kicking as the skills have not been taught
yet.

Bees (5 minutes)
- Bring the students into the center circle to explain the activity
- The game is played in a grid (approximately 25m by 25m, marked with cones this will be
set up before class)
- 10 players are the bees the balls are their stingers
- All the other players run around inside the grid
- The bees try to sting the players by hitting them with their ball (Important: Establish a
penalty for any bee that does not follow the rule of below the knee, whether on purpose or
by accident). Bees may use any of the 24 balls (scattered around inside the grid).
- If a player is stung, they become a bee as well.
- The game ends when there is only one player left. At this point, choose another set of bees
and play again.

Sea Monsters (5 mins)
- Bring the students to the center circle and explain the activity
- Use the same markers as the previous warm up game.
- Pick between 2-3 players (depending on class size) to be taggers (sea monsters) give these
students coloured tags.
- When you shout go, the taggers are to run around and try tag as many other students as
they can.
- Once a student is tagged, the must sit down with the arms out wide (seaweed), allowing
them to tag and runners that come close to them.
- Students who are being chased by the sea monsters also have to be careful and dodge the
seaweed students.
- The game ends when there is only one person left running away.
Assignment 1: Lesson plans
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Four Corners:
- Bring the students to the centre circle and explain the activity.
- Place the markers from the previous warm up in each corner.
- Students will be instructed to perform a new and different exercise across each side of the
marked corners eg. Skip, hop, jog, power walk, crawl.
- Split the class into 4 groups each starting at a different corner.
- Once the course has been complete, call out reverse and students are to do it in the
following direction.
Skill Review:
- This is the first lesson that students will have on kicking and dribbling
- To begin with the teacher will introduce the first skill kicking, and outline the main points in teaching it.
- The teacher will demonstrate kicking speaking aloud all the steps involved.

Kicking steps
- Eyes focused on the ball throughout the kick
- Forward and sideward swing of arm opposite kicking leg
- Non-kicking foot placed beside the ball
- Bends knee of kicking leg at least 90 degrees during the back swing
- Contacts ball with top of the foot (a shoelace kick) or instep
- Kicking leg follows through high towards target area
- Students will shadow the teachers moves until the have grasped the concept of the skill.

- The teacher will then introduce trapping and outline the main point involved in it. Eg. Trapping
is a way of stopping and controlling the soccer ball.
- The teacher will demonstrate trapping speaking aloud the steps and using guided practice


Trapping steps:
- Top of the foot trap - As the ball is coming down toward the ground, let it touch the top of your
foot lightly. Be sure to give with the ball, so you don't lose control of it.
- Bottom of the foot trap- As the ball is coming down toward the ground, step on the ball quickly
to stop the ball.
- Inside of the foot trap- As the ball is coming towards you, using the inside of your foot, lift your
foot off the ground turning it perpendicular to the opposite foot and blocking the ball.

- Students will shadow the teachers movement until they have grasped the concept of the skill.

While students are practicing the skill the teacher will be checking for understanding by monitoring
the students subjectively, and give them immediate and frequent feedback to make sure they are
doing all of the skills correctly.
Skill Development:

- Students will begin with developing their kicking and trapping skills.
- As the students have already learnt the movements involved in these they are now
beginning to put them it into practice.

Kicking and trapping skill progressions
- Students will practice kicking a soft ball against a wall in small groups. Once a student has
kick they then move to the back of the line. The distance and size of the ball can increase
gradually once they have shown understanding of the skill.
- Students move into partners, standing close together and kicking the ball to one another
with the other partner trapping the ball. The distance in between partners can be gradually
increased.
- In small groups students stand in a circle with one student in the middle of the circle with a
ball. The middle students kick the ball to each student around the circle using a different
trapping technique each time around the circle.

Games/Activity:
Number Soccer:

Equipment: Two soccer balls or softer balls (preferably different colors), cones, coloured bibs or
sashes.
Area: Gymnasium or outside area
Skills: Kicking, trapping running, team work

Activity:
Assignment 1: Lesson plans
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- Divide the class into two even teams, and number each member in each team.
- Two cones are set out at one end of the playing area as goals.
- The teams then line up on opposite sides of the playing area, in numbered order.
- The teacher calls out 2 different numbers out and the students with the corresponding
numbers enter the playing are and begin playing soccer, with the aim of scoring a goal for
their team.
- Each team has their own soccer ball starting at the end without the goals. Both teams are
aiming for the same goals as one another.
- The players must work as a team, and have at least 3 traps and kick each.
- Players may also use their other 3 other team members that are standing on the side line to
kick the ball to keep it in play ( This allows TOT).
- If a goal is scored then all players move back to the sidelines and new numbers are called
out. The team that scores the most goals is the winner.

Adaptations:
- Vary the distance of the playing area
- Call out more numbers to play on the field so team members playing in the area have more
people to kick it to.
- Use different size balls or different weighted balls.
- Divide the are in half and the class into four teams (allowing 2 different games to be played
at once, this enables maximum TOT)
- This is an inclusive game, as team members need to be prepared and ready in case the ball is kicked
to them. The goal cannot be scored unless 3 sideline player have touched the ball. Each member of
both teams has a turn at kicking as well.
Cool down:
- Ask students to sit down and breathe deeply in and out. Encourage them by saying breathe
in through your nose breathe out through your mouth.
- Ask them to close their eyes and stretch their arms out in front and reach to the sky while
breathing in and slowly bring their arms down while breathing out.
- Ask the students to lie on their backs and to do the following movements:
- Pull your toes towards you, then away from your body.
- Pull your tummies in then relax.
- Make a tight fist with your hands holding tight then relax.
- With your hands at your side shrug your shoulders.

Conclusion:
- Ask students to recap and reflect over the lesson asking them questions to enable them to
think of their experiences and understandings.
- Ask students to outline the steps involved in kicking and trapping.




LESSON PLAN 2:

Grade: 3
Duration: 60 minutes
Focus: Dribbling and applying the skills learnt into a modified game
Links to the curriculum:
- Under AusVELS Health and Physical Education Level 3, the learning focus states: They practise and
develop competency in a range of complex motor skills such as . Kicking (VCAA, 2014)

- Under AusVELS Health and Physical Education Level 3, the learning focus states: Through modified
major games (for example, games with modified rules, equipment, playing field, length of game or
numbers on a team such as modified netball), students begin to apply their skills in sport-specific
settings.

Learning Outcomes:
- Students will be able to distinguish between different kicking, trapping and dribbling
techniques.
- Students will be able to demonstrate dribbling of the ball
- Students will be able to apply their skills into a soccer setting.
- Students will be able to respect and pass the ball to all teammates
Assignment 1: Lesson plans
S00127198 Meghan Hannah
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Introduction:
The teacher will introduce the lessons focus on dribbling and explain to students that they are to
apply their skills learnt over the last two lessons and put them into practise by participating in a
modified soccer game. The teacher will seek to activate the students prior knowledge and ask
students what do you know about dribbling a ball? and how is dribbling different to kicking a
soccer ball. The teacher will discuss elements of a soccer game and the importance of working as a
team.
Warm-up:
Four Corners:
- Bring the students to the centre circle and explain the activity.
- Place cones in each corner o a square area
- Students will be instructed to perform a new and different exercise across each side of the
marked corners eg. Skip, hop, jog, power walk, crawl.
- Split the class into 4 groups each starting at a different corner.
- Once the course has been complete, call out reverse and students are to do it in the
following direction.
Practicing Moves
- Set up at square area and mark with cones (done before class starts)
- Place cones inside the grid at random (about 12-15)
- Have the students jog around inside the grid
- When they get to a cone, they execute any of the moves they have learned eg. Demonstrate
a kick, or a trap.
- After a couple minutes, call out commands to make the task harder (ie: left foot only or
skipping in between)

Skill Review:
- This is the first lesson that students will have on dribbling
- To begin with the teacher will introduce dribbling, and outline the main points in teaching it.
- The teacher will demonstrate dribbling speaking aloud all the steps involved.

Dribbling steps:
- Knee of the dribbling leg bent, toes pointed downwards and slightly inwards, so that the front of
the foot comes into contact with the ball
- Contact the ball with the inside or outside of the foot
- The knee must be above the ball when the ball contacts the foot
- As contact is made with the ball, the ball is dragged along by the dribbling foot, so that it comes
to rest beside the dribbling foot when stepping down again
- Use short steps

- The teacher allows the students to then shadow the moves and practice the skill.


Skill Development:
- Students will begin with developing their dribbling skills.
- As the students have already learnt the movements involved they are now beginning to put
them it into practice.

Dribbling skill progressions
- Students will practice dribbling with a soft ball in a straight line in small groups. Once a
student has dribbled to the end of the line they then kick the ball to the next student in line.
The distance and size of the ball can increase gradually once they have shown understanding
of the skill.
- Students move into partners, taking it in turns to dribble around cones and back. The
distance between cones can be reduced making it more difficult, or more cones and
obstacles can be added.
- In partners students are to take in turn beginning with the ball, while the other partner tries
to trap and steal the ball.
- In small groups students are to relay with their new soccer skills. Half the group stand on
one side with the other half standing 10 metres apart, Students are to dribble the ball, kick
and trap the ball, with the first group with all members to do so winning.

Games/Activities:
Modified game of Soccer
Equipment: Soccer balls, cones, coloured bibs
Area: Gymnasium or outside area
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Skills: Kicking, trapping running, team work

Activity:
- Divide students into teams of three
- There will be three small soccer fields marked out with cones, that are roughly 20 m x
10 m. (This can be adjusted according to space available) This allows TOT.
- Two cones up one end will be marked and used for a goal, there will only be one goal
for each field.
- Teams of three will play a mini match of soccer against one another.
- Teams will have to bring the ball to the end with no goals first before they can
attempt for a goal.
- The team with the most goals after 10 minutes wins.
- Teams will rotate with other teams on other fields. Eg. Runners up will play runners
up, winner play winners.


Adaptations:
- Vary the distance of the playing area
- Call out more numbers to play on the field so team members playing in the area have more
people to kick it to.
- Use different size balls or different weighted balls.
- Lengthen or shorten the time of the game
- Add in a goal on the other end.
- This is an inclusive game, as there are three soccer games playing at once.


Cool down:
- Ask students to sit down and breathe deeply in and out. Encourage them by saying breathe
in through your nose breathe out through your mouth.
- Ask them to close their eyes and stretch their arms out in front and reach to the sky while
breathing in and slowly bring their arms down while breathing out.
- Ask the students to lie on their backs and to do the following movements:
- Pull your toes towards you, then away from your body.
- Pull your tummies in then relax.
- Make a tight fist with your hands holding tight then relax.
- With your hands at your side shrug your shoulders.

Conclusion:
- Ask students to recap and reflect over the lesson asking them questions to enable them to
think of their experiences and understandings.
- Ask students to outline the steps involved in kicking, trapping and dribbling.
- Ask the students how important they are in a soccer game and what are some safety
precautions when playing.



















Assignment 1: Lesson plans
S00127198 Meghan Hannah
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References


- Chis Lynch, Jason Maloney (2014). Minor Games. Retrieved September 2, 2014, from
http://peplus.wordpress.com/category/minor-games/

- Currie, J. (2013). Teaching Physical Education in Primary School. Camberwell, Australia: ACER

- Foundation, B. (2013). Bluearth: Teaching Resource. Retrieved September 1, 2014, from
http://www.bluearth.org/resource/welcome/welcome.cfm

- Laker, A. (2001). Developing Personal, Social and Moral Education through Physical Education. New
York: RoutledgeFalmer.


- VCAA. (2014). AusVELs: Health and physical education. Retrieved from
http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Curriculum