2020 INTERNSHIP LESSON PLAN

Pre-service Teacher name: Date:

Rebecca Jones Friday – Week Four

Year level/ age range & number of students: Highlight planning process:
Year 4 – 26 Students Planned collaboratively with Supervising Teacher
Planned collaboratively with peer
Planned independently based on ST lessons
Estimated duration of activity: Planned Independently
Single Lesson – 50-minute lesson Deconstruction of Supervising Teacher’s lesson

Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)
Health and Physical Education

Specific Topic: (including Australian Curriculum content descriptor)

Adopt inclusive practices when participating in physical activities (ACPMP048)
Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention ‘why’))
By engaging in three physical education activities (a warm-up, collaborative game & a cool down) students are learning
how to adopt inclusive practices and apply rules and scoring systems through participation.

Preparation/ organisation/ resources:

(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

 Large playing space – i.e. asphalt, grass area, oval.

 5 Hoola-Hoops
 Large amount of bean bags

Lesson running schedule: Time frames

What skills and strategies will be used by students? What range of teaching strategies will I use?
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this activity in 1 minute
an orderly and time efficient manner? How will I gain and focus their attention?)
This lesson will commence with students standing on the sporting surface, i.e. oval, asphalt, grass
area.

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 10-15
To begin the lesson, students will engage in a short warm-up activity – Octopus. minutes

 In this game, select one-four students to be octopus and place them in the middle of the gym.
 Have all other students line up beside one another at one end of the gym, facing the octopus.
 When the octopus shouts “Octopus,” all of the students try to run from one side of the gym to
the other.
 The octopus is allowed to run anywhere in the gym.
 If a student is tagged by the octopus, their feet become frozen to the floor and their arms stick
straight out: They are seaweed.
 For the following rounds of play, the game gets harder as the students who have been turned to
seaweed reach out and try to tag students who are running by.
 Remember that seaweed students CAN NOT move their feet in order to tag a passing student
 (you might want to let them turn and face the line of students after each round, and just have
them re-glue their feet to the floor once they have turned).
 The last student(s) remaining at the end of the game gets to be the octopus at the beginning of
the next game.

Developing the Lesson: 20 minutes

In developing the lesson, students play the game – rob the nest.
4 teams will be selected at random using numbering – number students 1-4; then all 1’s go together,
all 2’s go together, etc.

 Start with a large number of bean bags in a hoop in the centre of the playing field. Four
hoops are then situated on each corner of the playing field, marking each team’s area.
 When the game commences, a student from each team runs to the hoop in the centre and
brings back one bean bag. This continues until all bean bags have been collected.
 Once all bean bags have been collected, players from each team (again one at a time), can
grab a ball from another teams hoola hoop and drop it in their own.
 A Player is only allowed to take one ball at a time, and they must run back to their own
hoola hoop and drop it in nicely.
 Cannot guard or defend your own hoola hoop.
 The team with the most balls in their hoola hoop at the end of the game will be victorious.

When the game has concluded – discuss strategies teams can use to collect more bean bags and
ultimately be claimed victorious.

Conclusion: 10 minutes
To conclude the lesson; students play the game – Zap (whilst standing in a circle). Rules are added to
the game throughout the playing time to make the game more difficult.

 Begin the game by passing a ‘ball of energy to the player to your left – as students do this
they put their hands together, point to the player on their left and say ‘zip.’
 Adding in the word ‘zap,’ if they want to choose the player on their right, they point and say
Zap.
 Adding in the word ‘boing,’ if they want to choose the person that just pointed at them,
they say Boing without pointing. This passes the ball of energy back to the person who just
passed it to them and changes the direction of the ball of energy.
 Each time another player is selected in this way, it is their turn to quickly Zip, Zap, or Boing.
 If a player hesitates or doesn’t respond when it is their turn, or the word they used doesn’t
match where they are pointing, the whole team receives a strike. When three strikes are
earnt, the game restarts.

IF IT IS RAINING OR OUTSIDE AREA CANNOT BE SOURCED:

  Play the game ‘Wink Murder’ inside.
 In this game, two students are selected as wink murderers secretively by the teacher. To do this, students
stand with their eyes closed, and the teacher taps two students on the shoulders and then asks the students
to open their eyes.
 The Wink murderers wink at students and when a student is winked at, that student must wait a few
seconds and then leave the playing area.
 They may choose to make a scene or leave silently. The students need to try to discover who the wink
murderers are before they are winked at.
 If a student believes they know the identity of a wink murderer – they must declare ‘I accuse ___ as being
the wink murderer.’ If they are incorrect, they must leave the playing area. If they are correct, the wink
murderer must leave the playing area.
 The wink murderer’s goal is to wink at all students before being discovered.
 If both wink murderer’s identities are discovered, the game ends and two new wink murderers are chosen.
 If only the wink murderers remain, the wink murderers have been successful, and the game starts again with
new wink murderers selected by the previous wink murderers.

Then, students will play the Zap Game as per instructions above.

Evaluation Notes: