Lesson Plan Pro forma (Health & Physical Education)

NAME: Daniel Ryan TIME: DATE:

ACTIVITY: Lacrosse CLASS / YEAR 6

EQUIPMENT: 10x Lacrosse sticks, 10x Lacrosse balls, 5x bibs.

Learning area: Health & Physical Education Band:

Strand:

Capabilities: Cross Curriculum Priorities

 Literacy Aboriginal & Torres Strait Islander perspectives, culture
 Numeracy  Asia & Australia’s relationship
 ICT  Sustainability
 Critical & Creative thinking
 Personal & Social capability
 Ethical Behaviour
 Intercultural Understanding

Student learning Outcomes: Teacher Outcomes:

Evidence of learning The students will ….. The teacher will …….

Cognitive & Physical: (aspects of ‘skilled play’)
 Display game sense ‘tactics’ attacking and defending
during the end-zone and go-for-goal games.
 Develop technical abilities of the primary techniques
throughout the lesson.
Personal Responsibility: (Fair Play / resilience)
 Implement safe practices when using the lacrosse
sticks during the entirety of the lesson.
 Demonstrate an ‘understanding of the rules’ (game
sense), and play fairly.
Social:
 Demonstrate teamwork and co-operation skills
during the heavy traffic, end-zone and target
games.
 Communicate effectively with peers during the
heavy-traffic, end-zone and target games.
Affective: (feelings & attitudes)
 Engage in all the activities and have fun with peers
and individually.
 Demonstrate resilience by giving it a go and not
giving up during the lesson.
Management: (operating framework & interactions)
 Use varying whistle blows to signal different things.
1 Whistle is infringement during an activity.
2 Whistles is stop what you’re doing, sticks down
and come to me.
 Imbed the positive learning framework values
throughout the lesson by communicating and
highlighting good behaviours
Presence: (verbal & non-verbal communication)
 Project my voice throughout the whole lesson,
varying the tone in key moments.
 Use the names of each child, when communicating,
throughout the whole lesson.
 Move around during the activities, maintaining
proximity, to ensure each student remains on task.
P’s of Pedagogy: (Presentation of task, positioning,
acknowledgement + feedback)
 Provide students with specific feedback on technical
ability and acknowledgement of engagement and
resilience.
 Utilise freeze replay to highlight tactical principles.
 Stay around the perimeter of the group so I can see
the whole field of view at all times.
 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANIZATION TIME
(Students will ……) (shape + method + enhance ) (teaching cues or questions) (Shape)
I Individual challenges: Show Cues:
N  Develop technical abilities of me what you can do
T the primary techniques - Major focus on the 4 3-4
R throughout the lesson. Shape: second carry rule. mins
O  Implement safe practices when - Show me what you
D using the lacrosse sticks during - All students placed in can remember from
U the entirety of the lesson. a square spread out last week with the
C  Engage in all the activities and - Students are to move techniques.
T have fun with peers and around in the area Questions:
I individually. showing me what they
O  Demonstrate resilience by can do with the - Can you get more
N giving it a go and not giving up Lacrosse stick and ball. scoops or catches in
during the lesson. - Catching, scooping, a row then you can
carrying, ready last week?
position, safety
procedures.
- Must carry the ball in
ready position for 4
seconds before
scooping and catching.

Rules:

- No making contact
with anyone else in
the square
- Stay inside of the area
Closure: Great work everyone! In that activity, it was awesome to see everyone can remember the key cues from last week. These will be important in the
activities to come. 1 min.
D End-zone mini game with
E  Display game sense ‘tactics’, by
V moving forward with the ball in
E attack, and moving into space in
L attack without the ball.
O work the ball down the
P  Demonstrate teamwork skills by
M providing team mates with
E options in attack, and support in
N defence.
T  Player who passes the ball
 Implement safe practices when
using the lacrosse sticks, with
and without the ball.
 Demonstrate an ‘understanding
of the rules’ (game sense) by
playing fairly and attempting to
self-umpire.
 Offensive players should 9
sticks move forward when in mins.
possession of the ball.
Explanation:  Offensive players
 Students must attempt to without the ball should
move into space and
field and pass to a team make options for their
mate who is in the end teammate.
zone (1 point for  Use communication, call
successful pass). for the ball.
 Defensive players should
T
must swap with the person aim to close-down the
who received the ball in space, and slow down
end-zone. the attackers.
 After a score, the ball
starts at end-zone line. The What are the primary rules
defending team must we used for the game?
move back behind the
halfway line. What are the key tactical
principles used during the
Rules: game?
 Non-contact Dimensions: 25m x 20m.
 Defenders must stay 1m
away from the attacker,
holding stick vertically.
 Attackers must not throw
the ball into defenders
(find space then pass).
 Attackers cannot follow
through with the lacrosse
stick.
 4 second carry limit
 Only one player from each
team can contest a loose
ball.
 No trapping the ball on the
ground with the lacrosse
 stick.
 Only one player is allowed
in the end-zone.

Closure: Wow fantastic effort from everyone! It is great to see so many of us remember the rules from last week; can we remind each other what they were? It 1 min.
was great to see us using our passing and catching skills during the game. We will aim to continue developing these skills in the next activity.
D  Communicate effectively with Heavy Traffic  Eyes up and scan the 6
E peers, by calling for the ball field. mins.
V when presenting, or when Explanation:  Time your pass, watch
E passing the ball.  Students must carry the out for other balls.
L ball a few steps before  Call for the ball when
O  Develop technical abilities of throwing the ball to the presenting for the ball.
P catching, passing, carrying, and receiver waiting on the  Use names when
M scooping, by using them corresponding cone. communicating.
E effectively.  The passer must then run  Give your best effort, and
N to the cone he passed to don’t give up if you make
T  Demonstrate resilience by and join the line. a mistake
giving it your best effort, and  Each student will repeat  Use your 4 seconds with
not giving up after making a this process, keeping in the ball
mistake. mind two groups will be T
doing this perpendicular What did you have to be
from each other. wary of during the activity?

Variation: Why is communication

 Increase the distance. important?
 Changed the throw to a
roll, so that the receiver
must scoop the ball.
Dimensions: 25m x 20m.
Closure: Wow, everyone showed great improvement in their technical abilities over the past week and today! It is super important that we keep using our voices 1 min.
to call for the ball; we will work on this more in the next activity. Remember, the 4 second rule is important and we should use this as much as possible during a
game.
D  Communicate effectively with Target game: Go-For-Goal
E peers, by calling out names Explanation: Throw: Receivers / 7
V when presenting for the ball, or  The passers begin with the  Chase the ball with the shooters mins.
E when passing the ball. ball, lined up behind the stick, as you push it out
L starting cone. of the pocket.
O  Display game sense ‘tactics’, by
P moving forward with the ball in
M possession, and moving into
E space when without the ball.
N  The receiver catches the
T  Develop technical abilities,
when catching, carrying,
passing, scooping and shooting.
 Demonstrate resilience by
giving it a go and not giving up
after making a mistake. It is
okay to make mistakes; how do
you recover?
Closure: Wow! Great work team! It is great to see everyone’s technical ability continue to improve. It was also excellent to see everyone applying the tactical
principles on and off the ball in attack. Now let’s try those tactics in a game of lacrosse.
 The student must carry the
ball up to the first cone,
then pass to the receiver
who makes a cutting run.
ball and carries the ball
around the cone before
shooting at goal.
 The shooter must retrieve
their ball, before becoming
a passer.
 The passer will become a
shooter, joining the line
they passed to.
Rules:
 Can’t go inside area coned
off around goals.
 Students are allowed
behind the goals.
 No shooting unless the
goal is free.
Variation:
 The students beginning
with the ball will roll the
ball instead of passing. As
a result, the receiver will
scoop the ball before
carrying and shooting at
goal.
Catch:
 Hold stick vertically, with
the pocket in front of
your eyes, watching the
ball into the pocket.
Carry:
 Point the stick to the sky,
resting the stick on your
shoulder. T
Shooting:
 Same as throwing, just
aim for the goals.
Scoop:
 Shovel the ball into the
pocket of the lacrosse Passers
stick.
Where should we aim for Dimensions: 25x20m
when shooting at the goal?
What tactical principles did
we use during this activity?
1 min.
D  Display game sense ‘tactics’, by Lacrosse Game:
E moving forward with the ball in  Offensive players should 7
V attack, and moving into space in Explanation: move forward when in mins.
E attack without the ball.  Students are separated possession of the ball.
L Defenders should also attempt into to two teams.  Offensive players
O to close-down the space and  The teams must work without the ball should
P slow down the attack. together, moving the ball move into space and
M up the field by carrying make options for their
E  Demonstrate teamwork skills by and passing the ball. teammate.
N providing team mates with  Students must attempt to  Encourage to use their 4
T options in attack, and support in score a goal by throwing seconds as much as
defence. the ball into the goals possible
 Use communication, call
 Implement safe practices when Rules: for the ball. T
using the lacrosse sticks, with  Same rules as the earlier  Defensive players should
and without the ball. end-zone game with the aim to close-down the
addition of: space, and slow down
 Demonstrate an ‘understanding  No one is allowed inside the attackers
of the rules’ (game sense) by the goal circle
playing fairly and attempting to  Students are allowed up to *Use Freeze Replay during
self-umpire. 3m behind the goals, game to explain rules and
however, can only score highlight tactical principles.
from in front of the goals.
 No goalies allowed. What are the new rules we
added into this variation of
the game of lacrosse?

What are the key tactical Dimensions: 25m x 20m.

principles used during the
game?

Closure: Amazing effort by everyone! It was great to see everyone enjoy some friendly competition out there. I was very impressed by some children using the
key tactical principles during the game. Fantastic work! 1 min.
C  Demonstrate an understanding Think Pair Share:  What were the primary 1
L of the game sense ‘tactics’ used  Ask students to find rules used in our last mins.
O in lacrosse by recalling them in another student to pair up game of lacrosse?
S discussion. with.
U T
R  Demonstrate an understanding
E of the rules by recalling them
during partner and group
discussion.
 Demonstrate responsibility by
packing up the equipment as a
group.
 In pairs, discuss the main  What were the key
tactics and rules used tactical principles in our
during the game of last game of lacrosse?
lacrosse.
 Move back into a group
discussion and ask each
pair to share one tactical
principle and one rule.