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Explain how this lesson planning ( BELOW ) will maximise the…
Explain how this lesson planning (BELOW) will maximise the amount of academic learning time and minimise disruption. Justify the selection of learning experiences, student organisation and equipment to be used.
Lessons need to be inclusive and engaging. Efficient organisation and planning will reduce the need for behaviour management interventions.
Some considerations include:
use of a variety of teaching styles
organisation for quick and seamless transitions from activity to activity. equipment transitions minimised
LESSON PLAN TO SUPPORT THIS QUESTION:
1450 Lesson Plan Template
Learning Area: Health and Physical Education Class: 2
Duration: 40 Minutes
Overview of lesson focus: The lesson focus is to introduce students to some traditional Indigenous games from different parts of Australia and practise fundamental movement skills such as throwing, jumping, catching, running and balancing. This lesson also aims to foster cultural awareness and appreciation of Indigenous cultures and their connection to the land.
Curriculum: ACARA HPE (v9)
Strand: Movement and physical activity
Sub strand: Moving our body
Content Description: Practise Fundamental movement skills and movement sequences using different body parts (AC9HP2M01)
Elaboration: Participating in physical activities from their own and others’ culture, for example, traditional indigenous games, dances or martial arts.
Objectives: By the end of the lesson, students will be able to:
Identify and describe some traditional indigenous games from various regions of Australia and explain their rules and purpose.
Demonstrate fundamental movement skills such as throwing, catching, running, jumping and balancing in the playing games.
Recognise and respect the diversity and richness of indigenous culture and their contribution to Australian society.
Risk Assessment and Safety Checklist
Curriculum activity risk management guidelines- Ed Qld:
https://education.qld.gov.au/curriculum/stages-of-schooling/CARA/activity-guidelines that gives generic risk assessment guidelines.
– Players must always be supervised.
– Wear closed-in shoes for the activity.
– Check and monitor equipment before the game.
– Be aware of potential hazards and familiarise yourself with the playing area.
– Keep students aware of their abilities and play within their limits.
– Rules should be explained and reinforced during activities. Instruction and demonstration should be tailored to students’ understanding and physical abilities.
– Playing outside requires proper supervision for student safety.
– Regular breaks allow students to rest and drink water, keeping them hydrated.
– Have a First Aid kit for outdoor activities.
Introductory Activity: (10 mins)
Name of activity and diagram
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets. Chapter 8 of text – p. 175 Miller et al (2022)
Resources:
Gorri is a traditional sporting activity that is widely practised by Aboriginal males across various regions of Australia. It involves the use of a bowling-ball or disc as a key component of the game. One of the players initiated the rolling of a rounded bark disc, which served as a target for the other boys to aim their short spears at.
Image transcription text
COOL COOL!
Organisation
Teacher welcomes students and explains lesson goals. Students are asked about traditional Indigenous games and why they are important to Indigenous cultures. Teachers give examples of games from different Australian regions.
The teacher shows a clip of students playing ‘Gorri’, a traditional Indigenous game, and asks them to identify the movement skills involved (Yulunga Games – Gorri | Looking for new ways to #FindYour30 during the school holidays? To celebrate #NAIDOC2019, we have produced videos showing how to play traditional… | By Australian Sports Commission – Facebook | Facebook)
Game play and basic rules
The player rolling the target ball should stand 5-10 metres to one side of the playing area, away from the throwing marker, and 10 metres or more ahead of the other players.
Conduct an Gorri contest with a set time or number of turns. Each player or team has a set number of balls. The winner is the player or team with the most hits on the target.
Teaching points
Marker cones are used to designate the playing area
Large gym balls
Two tennis balls or bean bags for each player (48 balls/bean bags)
Body of Lesson (25 mins): List the learning experience/s for the main part of the lesson in this section. You can copy and paste from resources and acknowledge the reference in text. Diagrams should be used in this section.
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets.
Resources: List all the resources needed for this section of the lesson
A quick summary
In this game, you use a ball as a spear and throw it at a moving target.
Gorri pronounced ‘gor-ri’
The people who are going to throw at the target stand behind a line on one side of the playing area that runs in the same direction as the throw.
When all of these players are ready, they shout for the ball to be rolled.
The person throwing says “gool-gool” and rolls the ball towards the other end of the area.
As the target ball rolls between the playing area’s markers, the players throw or roll their tennis balls at it to try to hit it. When the ball rolls past the marker at the other end of the area, players stop throwing.
After each player has had a turn, they wait until they are told to pick up the balls they have thrown. (Here, a whistle would be helpful.)
Change how fast, how far, how steeply, and how many balls are rolled. For younger players, some targets that don’t move could be used.
Teaching Points
Wait for the signal.
Choose your goal. Stand on the side. Put the ball in your hands.
All set. Put the ball behind your ear and bend your wrist.
Step, lead with your elbow, and point your fingers.
Throw and keep going.
Wait. Retrieve
Safety: The area should be marked so players who roll the ball cannot be hit by a thrown ball. After throwing their balls, players should wait for a signal to retrieve them.
Concluding activity (5 mins): List the learning experience/s for the concluding part of the lesson in this section.
You can copy and paste from resources and acknowledge the reference in text.
Look for specific activities that could be used to cool down and prepare the class for transition to another lesson. Diagrams may be used in this section.
Type in the white space below
Learning experiences including organisation and teaching points.
Teaching Style for each activity in brackets.
Resources: List all the resources needed for this section of the lesson
Gather the class in a circle. Ask students about their ‘Gorri’ game experience. Such as, how they felt, what they liked, what challenged them, and what they learned. Ask students to consider how games can improve their movement and cultural awareness. Encourage students to consider physical activity, fun, cooperation, communication, respect, appreciation, and connection. After, Appreciate students for their active participation in class.
Modifications for inclusion of all students – catering for diverse learning needs.
Use the T.R.E.E strategy to describe how you will modify one learning experience in the lesson to include all students and make access to learning equitable – Chapter 7 of text – p. 152 Miller et al (2022)
T- Teachable moment: Identify an opportunity to modify an activity based on students’ needs or feedback.
R- Review the activity and identify what needs to be changed to make it more inclusive.
E- Explore different options for modifying the activity, such as changing the rules, equipment, space or time.
E- Enjoy the modified activity with all students and celebrate their achievements.
If I notice that some Goori students struggle with throwing or catching the ball, I will use the TREE strategy:
Teachable Moment: I would pause the game and ask students how they’re feeling and what’s hard.
Review: I would review the game and note that some children may struggle with the ball size, weight, and speed.
Explore: I would modify the game by using a bigger, lighter, or softer ball or letting students roll or bounce the ball instead of throwing it.
Enjoy: I would enjoy the modified game with all students and praise their work and enhancements.
