SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

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

Year Level: 4, 5 and 6 Time: 52 minutes Date: Week 8 Students’ Prior Knowledge:
 Basic fundamentals of the long jump (from previous years)
Learning Area: Health & Physical Education  Have to safely perform a motorbike landing
 How to safely participate in a circuit
Strand:  How to respect the equipment
 Movement and Physical Activity (MPA)
Focus Area:
Sub-strand:  Safety (S)
 Moving our Body (MB) MPASs2.1
 Active play and minor games (AP)
 Understanding Movement (UM) MPASs2.2
 Fundamental movement skills (FMS)
 Learning through Movement (LM) MPASs2.3
 Games and sports (GS)
Content Descriptor: Teacher’s Prior Preparation/Organisation:
YEAR 5 AND 6  Check the weather
 Practise specialised movement skills and apply them in a variety  Check safety of location (bees/ants/accessibility)
of movement sequences and situations (ACPMP061)  Bring out equipment and first aid
 Participate in physical activities designed to enhance fitness,  Have equipment organized
and discuss the impact regular participation can have  Have assessment materials prepared
on health and wellbeing (ACPMP064)
 Manipulate and modify elements of effort, space, time, objects
and people to perform movement sequences (ACPMP065) Equipment List
 Participate positively in groups and teams by encouraging others  12 hula hoops
 Demonstrate ethical behaviour and fair play that aligns with rules  4 dots
when participating in a range of physical activities (ACPMP069)  High jump rope
 Things to connect high jump rope to
YEAR 4  As many take off pads as possible
 Practise and refine fundamental movement skills in a variety of  Numbered dots
movement sequences and situations (ACPMP043)  4 cones
 Combine elements of effort, space, time, objects and people  5 agility hurdles
when performing movement sequences (ACPMP047)  2 agility ladders
 Apply basic rules and scoring systems,  Box
and demonstrate fair play when participating in physical  Crashmat
activities (ACPMP050)  Mini trampoline
 Blue gymnastics mat
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 three key teaching points of a long jump throughout the circuit when asked and at the end of the lesson
 Explain why we use our arms in a long jump, this will be questioned at the end of the lesson and explained at during the first activity
 Identify where the measurement for a long jump 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 and how we can use our body weight to ensure that we are not falling backwards at the end of a
jump
 Consistently demonstrate an accurate run-up for a long jump
 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 three key teaching points of a long jump? Were they confident in their answer? How could you, as a
teacher, have made it easier to remember these KTPs?
 Did the students understand why they were meant to sure their arms in the long jump and how it assists them in travelling further? What
example did you use or could have been used to get the point across?
 Could students identify where the jumps are usually measured from and how we can use our body to lengthen our jump and not cut ourselves
short?
 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 a run up where they are taking off on the pad? Did the numbers help the students?
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?

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 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?

LESSON PROGRESSION
3 min
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 starting our athletics unit with long jump. We will just be recapping what we should already know
about the long jump and then doing a circuit. We really want to focus on the stations in this circuit because next time we
do long jump we will be recording your jump for the athletics carnival.”
Once this has been introduced, begin explaining the warm up and begin activity.

10 min WHAT YOU SHOULD SEE EQUIPMENT

 Maximized  4 hula hoops
movement/inclusion
SPACE
 All students
participating/engaged  Gymnasium if raining
 Large grassed area outside if
 Students abilities and skill
sunny
WARM UP – Skunk Tag levels
 All players but 2 (the skunks) are  Safe play WHAT IT SHOULD LOOK LIKE
scattered in the playing area  Team work (ethical  Teacher stands side on to
 Place 4 hula-hoops at the four behaviour) the game and walks around
corners of the playing area, which are the outside of the games
safety zones. Players can stay 20 KEY TEACHING POINTS enforcing safe play and
seconds in a safety zone, or until  Keep moving saying KTP’s
someone else steps into the hoop  Eyes up
following them.  Always face the students
 Avoid and try play strategy  Correct students, reminding
 Only one player is allowed in a hoop
at a time PROGRESSION them of KTP’s
 Place one in the middle, which is the  Increase skunks
skunk's home.  Increase/decrease amount of
 Skunks start in centre safe spots
 On the go signal, the skunks chase  Allow shorter amount of time in
and try to tag someone safe spots
 If successful, they change places.
The new skunk must run to the centre
hoop and yell "New Skunk!" before
chasing others.

Bridging organization
3 min
 Finish activity by blowing whistle
 Skunks bring in hoops
 Get everyone to line up on the line on the oval
 Begin explaining next activity
6 min ACTIVITY 1 – Long Jump Review WHAT YOU SHOULD SEE EQUIPMENT
 Maximized  None necessary
movement/inclusion
SPACE
 All students
participating/engaged  Gymnasium if raining
 Large grassed area outside if
 Students abilities and skill
sunny
levels
 Safe play WHAT IT SHOULD LOOK LIKE
 Team work (ethical  Teacher stands in front of
Line student sup along line and break the behaviour) students explaining the
long jump into three parts; the run, the activity, key teaching
jump and the landing. KEY TEACHING POINTS points and
The run – as a group, take 10 normal RUN technique/information
steps and learn the 4-stride jump. Then  Fast about the activity and long
take 22 normal steps and learn the 10- jump
 Control
stride jump. Focus on the KTPs  Walk up and down line
 Eyes up
The jump – as a group learn the proper  Always face the students
jumping technique. Start by using arms to JUMP
propel themselves forward in a standing  High knee
jump. Then using the 4-stride jump to  High arms
perform a jump off of one foot using the
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  Tall and long  Correct students, reminding
jumping KTPs
them of KTP’s
The landing – as a group practice 5 jumps LANDING
doing a motorbike landing (teacher  Motorbike landing
assessing) and then explain where a jump  Weight forward
is measured from and how we want our  Get dirty
weight forwards and what we must do to
achieve a good long jump landing ALL TOGETHER
 Fast
 Raise
 Motorbike
Bridging organization
6 min
 Get everyone’s attention by blowing whistle
 Explain next activity
 Choose one person to demonstrate circuit
 Begin next activity
20 min ACTIVITY 2 – Circuit WHAT YOU SHOULD SEE EQUIPMENT
 Maximized
Station 1-4
movement/inclusion
 4 dots
 All students
participating/engaged Station 5
 Students abilities and skill  High jump rope
levels  Things to connect high jump rope
 Safe play to
 Team work (ethical
Station 6
behaviour)
 As many take off pads as
KEY TEACHING POINTS possible
 Numbered dots
RUN
 Fast Station 7
 Control  2 cones
Go through each station continuously,  Eyes up Station 8
some stations have partners so wait until
JUMP  2 cones
there are two people there and do it
together  High knee Station 9
 High arms  6-8 hoops
Station 1 – 4
 Jump into pit and land on/over dot
 Tall and long
Station 10
 Each station at a different length LANDING
 FOCUS - Landing  4 hoops
 Motorbike landing
Station 5  Weight forward Station 11
 Jump up to try and touch the high  Get dirty  5 agility hurdles
jump rope, 5 attempts and then move
on ALL TOGETHER Station 12
 FOCUS – Jumping for height  Fast  Agility ladder
Station 6
 Raise Station 13
 Use a number dot and place it on the  Motorbike  Agility ladder
floor. Run up to take off pad and try
consistently get an accurate run up.
SPACE Station 14
Leave dot there for remainder of the  Gymnasium if raining  N/A
rotations  Large grassed area outside if
 FOCUS – Run up sunny Station 15
 Box
Station 7 WHAT IT SHOULD LOOK LIKE  Crash mat
 With partner, see who can do the  Teacher walks around
least number of long jumps between Station 16
circuit and stands on
cones  Mini tramp
 FOCUS - Jump activities which are more
technique based  Blue gymnastics mat
Station 8  If students are acting out,
 Leap frog to the next station with the stand closer to the activity
same partner they are in
 Motorbike landing then fall forwards
 Try to float somewhere in
 FOCUS – Jump/Landing
the middle between circuits
Station 9  Always face the students
 Jump into the hoops with the correct  Correct students, reminding
jumping technique focussing on arm them of KTP’s
propulsion
 FOCUS - Jump
Station 10
 Hopping through three hoops and
pushing off one foot and having a
two-foot landing in the last hoop
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  Focus – Jump/Landing
Station 11
 Do on step between each hurdle drill
 https://www.teachpe.com/sports-
coaching/athletics/long-jump/long-jump-
drills
 FOCUS – Run up
Station 12
 Step with both feet in every ladder
(quick feet)
 FOCUS - Run
Station 13
 Jump in every ladder section. Push
off toes
 FOCUS – Jump
Station 14
 Run up and down hill
 FOCUS - Run
Teacher
Extra stations if needed:
Station 15
 Motorbike landing off box into crash
mat and falling forwards
 FOCUS - Landing
Station 16
 Motorbike landing from mini
trampoline onto mat
 FOCUS - Landing
3 min Lesson Closure:
 Stop circuit with a whistle
 IF IT IS NOT THE LAST CLASS – LEAVE EQUIPMENT OUT
 IF IT IS THE LAST CLASS – pack up the station you are on
 Ask students the three key teaching points of a jump
 Ask the three stages of a long jump (preferably add teaching points for each stage)
 Ask students why it is important to use arms in the jump
 Get students to call out where the jump is measured from and how we get a better jump
 Talk about students behaviour if necessary
1 min
Transition:
 Get the students to go home think about what we did and tell them that they need to be
prepared for next lesson because we will be doing (EITHER DISCUSS OR TAKING LONG
JUMP MEASUREMENTS FOR ATHS)
End of
class
Dismiss students

Assessment:
 All assessment will be taking observationally, the next long jump lesion will have actual measurements in it which
will be used to find out what students will be doing in the athletics carnival in term 3

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