Unit Planner

PART A UNIT TOPIC: Ball sports BAND: Early Years TIME FRAME FOR UNIT (in weeks) : 4(four)

SCHOOL AND CLASS CONTEXT: (For example) • • • • The school has a focus of literacy blocks Includes daily fitness into their programming Has students from R-Yr7 with 600+ in the school Includes topic studies in the Junior Primary Classes

UNIT FOCUS: The students will explore a range of ball sports (which they may have already played) and expand their knowledge, movement, coordination and team work within the different sports. They will be working individual, in pairs and groups to learn new skills, both sport and motor. WHAT DIFFERENCE COULD THIS LEARNING MAKE TO THE CHILD’S/ STUDENT'S LIFE? Students’ motor skills and coordination is important for their general life as without these motor skills they will not be able to undertake many simple activities. By the students working in pairs and groups, the students will encourage different ways to communicate with people, making them aware that different settings require different types of communication.

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Unit Planner

KNOWLEDGE MAIN CONCEPT/ S (Big Ideas) to be developed throughout this topic: • • • • Students may be at different levels of coordination and skill development but that is because we are all different and have different backgrounds into sports Coordination and self-awareness of personal space and space needed by individuals Working as a team is important

From Health and Physical Education Strand • Physical activity and participation Key Ideas • Children explore movement patterns and refine coordinated actions, developing self-awareness and skills that facilitate ongoing participation in physical activity. Id, KC5, KC6

KEY COMPETENCIES DETAILS including SUB SKILLS KC2. Communicating ideas and information Students will have to communicate to their pair/group/team to achieve the best outcome. They will have to communicate; where to throw the ball, how hard, if that was alright or not and other key phrases.

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KC4. Working with others and in teams

Students will do this is various activities in each sport, threequarters of the time they will be working with someone else. By throwing the ball to them, talking or playing on a team. Students will need to solve problems when working in their pair or group, how best to work together, etc.
Students will also need to solve problems within their sports, where to hit the ball to achieve it to go in one particular spot.

KC6. Solving problems

LEADING TOWARDS OUTCOMES From Health and Physical Education • Demonstrates self-awareness and confidence in coordination and control of movement skills for widening involvement in physical activities in different settings. Id, C

ASSESSMENT: to be integrated into the actual planned and negotiated activities


Students will undertake a self assessment at the end of each week which shows if they think they have improved and how with a quick checklist sheet. Teacher will observe students and where they think the coordination and skill levels are of each student. Teacher will have a checklist of whether the students participated in all or just some activities, if they showed improvement and what level they think the students coordination and skills are at.

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Unit Planner

PART B: ACTIVITIES/TASKS: Planned and negotiated with students. [List all activities to be undertaken by the students] Stage of Purpose of Uni Stage t Week 1 Logical sequence of teaching and learning activities that further students learning about the topic Groupi Key teaching strategies & skills identified Key resources used & preparation required Mini Tennis Rackets (*28) Tennis ball (*28)

Activities that: TENNIS - test and - Students play with the tennis improve the racket and ball and show what students hand they are able to do. eye - Revise bouncing the ball with the coordination racket and their hand. with a hitting - Explore throwing the ball to self utensil. or other for them to hit. - If coordination and skill are high enough the students can attempt to hit the ball from one person to another. - Lastly, the students can attempt to have a little game with a person. They can make up a game if the real thing is too hard for them to do. Activities that: SOCCER - Explore and - Students play with the soccer watch the ball to determine what they are students’ able to do. foot/ eye - Students practice small kicks of coordination the ball, individually and around with a round a skill obstacle.

Individu al Pair Pair Pair

Week 2

Individu al Teams Pairs

Soccer Balls (*28 or *14 depending on availability)

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ball, which is based on the ground.

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Students kick the ball further with a partner, test out their control over the ball over larger areas. Students play a small game of soccer with modified rules: no goalie, not allowed past a certain point, etc.

Teams

Week 3

Activities that: Basketball - assist - Students will have 5 minutes to students to just play with the basketballs to increase and show what level of skills they practice their have. hand/eye - Teach throwing techniques: coordination low/bounce pass, chest pass, with a large high pass. round ball. - Through the use of these passes the students will play a range of games, piggy in the middle (all passes), poison ball (bounce passes). - Students will practice and learn to bounce the ball while stationary, walking and running, through relays and individual practice. - Students will explore shooting, all having the time and opportunity to shoot. - Students will play a small game of basketball in teams with 5 minute games. Activities that: Overview of Tennis, Soccer and - assess the Basketball

Individu al Pairs Small groups Individu al Teams Individu al Teams of 5

Week 4
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Unit Planner

students’ development throughout the unit. - Allow the students to play many ball games.

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Students will play one sport a day, they will play a game of each sport in teams which I make to try and even them out. Tennis: The students may choose their opposition. They may play a real game of tennis or a game which they create using the skills they use in tennis. Soccer: The whole class is divided into two teams which play against each other. Using the skills they learnt. This is still a modified game. Basketball: Students are put into teams of 5 they all get to play a game of basketball against another team. Last day: Students are able to pick their own sport to play in small groups.

Pairs

Tennis rackets *28 Tennis balls *14 Soccer ball *1 Bibs/sashes for teams Basketball *2 Bibs/sashes for teams Tennis racket *8 Tennis ball *4 Basketball *2 Soccer ball *2

Half class team Teams of 5 Student s choice

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RESOURCES (Include details of major resources used throughout the unit • Whistle • Tennis Rackets *28 • Tennis Balls *28 • Basketballs *28 • Soccer Balls *28 • Bibs/Sashes *28 (two colours) OR *14 (one colour) PART C - UNIT EVALUATION To Consider: • What worked?
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__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ ____
• What didn’t?

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• Was it worth learning?

Why/ Why not?

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• How the skills learnt were integrated into other areas/ways of learning and knowing

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• How was this learning shared with others?

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