Linda Petrie, Kylie Bywaters & Julia Atkinson 1 Physical Education Lesson Plan. Topic: Running Year Level: Grade prep/one Lesson Time: 2-2:45p m Venue: Asphalt area No. Students: 10 Date: 25th March 2002 Objecti ves: Demonstrate the following movement patterns. Running, changing direction, stopping a nd starting. Make different shapes with their body. CSFII Outcomes: Level one- HPMP0101 Perform simp le movement patterns References: Depart ment of Education. (1998). Fundamental motor skills: An activities resource for classroom teachers. Department of Education; Melbourne. Equi pment: 10 cones Lesson Outline: Teaching points: Students will sit on the line in their listening positions to # Reinforce that it is important to stop, reinforce that this is what happens at the start of each lesson. look and listen on the whistle. Introduce my self, Linda and Kylie # Instructions and introduction are kept Warm-up: to an absolute minimu m. Simp le game of tag where one person is „IT‟ and they chase the others, once another person is tagged they become „IT‟. The area for tag will be bounded by cones which the students are to keep within, this area is quite s mall so that any one person is not „IT‟ for too long. Acti vi ty 1. # Only two types of animals are given, Stampede to save confusion. Students stand on the line. They are g iven the name of an # The children will repeat their animal animal to remember. Eg : a horse or buffalo. back to me to ensure they have heard When I call out „horses‟, these students run down to the other and understood. end of the court etc. When I call „stampede‟ they all run. # Again this game needs minimal instructions Activity 2 # Tell the students to try to get to the An extension of Stampede. other end without being caught. # Emphasise that they must stay within The same as the previous game with one child in the midd le of the court. When I call the animal the middle person tries the boundaries (cones) to catch them as they run to the other end. If caught they join the middle person. Acti vi ty 2. # Using the fruits for teams minimises High 5 Relay transition time. Using the animals to form two teams. Eg: buffalos in one # SKILL – Students will be told to team, horses in another. keep their head up and watch their Half of each team at either end of the court. team member while they are running to Student will run to their team member at opposite end, make sure the next person is ready to vertical ju mp and give a h igh 5, then next person will do high 5. same. Th is will be demonstrated by a student. Each team will # There will be one teacher with each run through slowly to ensure they understand. team. 5 minutes for a drink and a rest The students have been running a lot so we will take 5 minutes to sit and play a name game. In a circle sitting down we will say our name and our favourite animal. Then we will say our name and the names of the students before us. (The last person will have the most to remember because they will have to say everyone‟s name). Linda Petrie, Kylie Bywaters & Julia Atkinson 2 Activity 3 # This game reinfo rces the whistle Statues rule. The students will run around and when I blow the whistle # Students will be told to find their they will freeze as the animal that I call. Then they will move own space and not all cro wd together. as that animal until I call the next one, eg if I called a Kangaroo they will hop around until I stop them and call the next an imal. Activity 4 Students may need help coming up Follow the Leader with a movement # The students will be told to move Choose a child to go first and do one of the animal movements that we used in statues, the class copies this along the lines in this activity so person. This front person goes to the back and the next everyone stays in a line. person comes up with the next movement Warm down # We will briefly talk about the way The students will shake their arms and legs and do some people move (ie: walk and run) and simp le leg and arm stretches. how this is very different to the way we move. It is very difficult for us to hop like a Kangaroo or run like a Cheetah. Linda Petrie, Kylie Bywaters & Julia Atkinson 3 Physical Education Lesson Plan Topic: Dance - aerobics Year Level/s: Prep/1 Lesson Time: 2.00 – 2.45 Lesson Length: 45 mins Venue: Grassed area No. students: 10 Date: 15/4/ 02 Objecti ves: Begin to develop body co-ordination Get a feel for the beat of the music Be able to come up with some basic steps to do to the music Perform simp le movements around the area, eg. running, skipping, hopping Improve their skills without them realising they are learning Have fun! CSF Outcomes: Level One and Two 1.1 Perform simp le movement patterns (HPMP0101) 1.2 Identify feelings experienced during and after physical activity (HPM P0102) 2.1 Perform loco motor skills with proficiency (HPMP0201) 2.2 Identify the benefits of participation in physical activity (HPMP0202) References: Board of Studies (2000). Cu rriculu m and Standards Framework II. Board of Studies, Melbourne: Australia. Equi pment: Tape/CD p layer CD‟s/tapes Whistle Lesson Outline: Teaching Points: Introduction, explain what new topic is going to be. Do we # Important to use the have any dancers in the group? whistle only on stop so the Warm-up: To music, jog, skip, hop, crawl, ju mp around the area. students don‟t get confused. Choose a spot on the grass to do stretches (simp le ones because the activities won‟t be too demanding) (10 minutes). Skills: To the music the children just follow the teachers movements # Important to face the Easy walk same direction as the Side steps with arms up and down children so they can see the 4 step and clap movements that you are March on the spot and clap doing. Might even help to Bob down/reach high stand within the group. Children can think of some moves to do to the music (15 minutes). Games/acti vi ties: Ch ild ren can make up their own dances – freestyle # Will have some that dancing. Will already have some ideas fro m the skill session won‟t know what to do. beforehand (10 minutes). Incorporate the locomotor skills, eg. running, Reinforce that they can skipping, hopping etc. dance anyway that they like. May need to dance with them. # Remember to give lots of encouraging feedback. Cool down: Stretch out arm and leg muscles. Walk around the area. Pretend to be a member of “The Wiggles” (5 minutes). Conclusion: Did they have fun? They should go home and show their dance to someone Fun Factor: how many fingers out of 10? (5 minutes). Linda Petrie, Kylie Bywaters & Julia Atkinson 4 Physical Education Lesson Plan Lesson Four Topic: Dance Year Level: Grade Lesson Time: 2-2:45pm prep/one Venue: Basketball court No. Students: 10 Date: 22nd April 2002 Objectives: Demonstrate movement patterns that resemble running, hopping, skipping, changing direction, stopping and starting. Move to stimuli such as rhythm, beat, music and words. Make different shapes with the body while in contact with the ground. Perform appropriate movements in response to visual and verbal cues. CSFII Outcomes: Level One & Two 1.1.Perform simple movement patterns. 2.1. Perform locomotor skills with proficiency. References: Department of Education. (1998). Fundamental motor skills: An activities resource for classroom teachers. Department of Educations; Melbourne. Equipment: Whistle 2 softballs (for game if get through intended lesson) Stereo & required music Lesson Outline: Teaching Points: Warm-up: Fox and chickens # Students should now be Students will line up on a designated line. One gradually understanding student will be chosen to be the fox and will the concept of chasing and stand in the middle of the playing area. tag games. This one is The students standing on the line have to make it slightly more difficult but I across to the other side without being tagged by will explain the rules very the fox. If a chicken is tagged they sit on the specifically and ground until all students have made it passed. demonstrate (using the There will now be two foxes, which will make it three teachers) how the more difficult for the chickens to cross. game works. Gradually there will be less and less chickens. # I will emphasise the The game will be repeated, depending on how importance of the whistle well the students understand the game (5-10 and what it means (STOP). minutes). Skills: # I will demonstrate will Students will be asked to stand on the designated another teacher how each line again and will be asked to copy the movement is performed movements I perform. but I will concentrate on I will slowly go through the simple movements only one movement at a Linda Petrie, Kylie Bywaters & Julia Atkinson 5 that the chicken dance requires: time until students have - Hands: Bringing fingers together (quack, mastered each move quack) efficiently. - Arms: flapping like bird wings. # The music won‟t be - Clapp implemented until each - Arm Swing: In partners (15 minutes). part of the dance is understood because students may become overloaded with listening to the music and trying to dance too. # Students may need a drink at this stage. Games/activities: Teaching Points: The movements will now be put together to # Students will be placed perform the dance. into pairs and will stand Students will now conduct the dance with the opposite each other as the music. diagram indicates. At the beginning I will probably have to keep # The music will be stopping and starting to remind the students recorded so that the tempo about various points but gradually we should be stays the same throughout able to go through the whole song (15-20 the dance. minutes). # Throughout the song I will be standing at the front doing the dance with a partner (other teacher), to prompt the students what order to do the movements in. Cool Down (conclusion): (5 minutes) Teaching Points: To make the cool down a little interesting we # Students will be placed will play „Simon Says‟. I will indicate various again on the line but I will movements to perform, e.g. jump up and down make sure they are spread on the spot, shake hands etc. out. Linda Petrie, Kylie Bywaters & Julia Atkinson 6 Physical Education Lesson Plan. Topic: Dance – Ho key Pokey Year Level: Grade prep/one Lesson Time: 2 – 2:45 Venue: Asphalt area No. Students: 10 Date: 29/4/ 2002 Objecti ves: Perform appropriate movements in response to visual and verbal cues CSFII Outcomes: Level one- HPMP0101 Perform simp le movement patterns Lesson Outline: Students will sit on the line in their listening positions to reinforce that this is what happens at the start of each lesson. Warm-up: In an aerobics like format with the student lined up and the teacher out the front the students will do some simp le dance # As the leader out the front the moves to warm up. The dance moves will be related to the teacher will have to remember to do Hokey Po key with emphasis on getting to know left and the moves opposite to the way the right. For examp le step to the right, lift your right leg etc. children do it so they can copy them. The warm up will also include some movements with clapping and moving fo rward 4 steps and backwards 4 steps. This warm up is aimed at familiarising the students with the components of the Hokey Po key. Drink b reak Hokey Pokey # We will start with big body parts In a circle we will revise our left and right. like arms and legs and slowly The students will form a circle with the teacher involved. We introduce the elbow, shoulder head, will slowly go through the Hokey Pokey. Th is will probably knee, hand etc. be done without music for a start. We will do the dance accumulat ive so the students can build on the steps and remember them. Music will then be introduced. Warm down Simp le stretches Arms, legs, ankles, neck, wrists Linda Petrie, Kylie Bywaters & Julia Atkinson 7 Physical Education Lesson Plan Lesson Topic: Dance Year Level: Peer Teach Lesson Time: 2-2:45pm Venue: Gymnasium No. Students: 12 Date: 6th May 2002 Objectives: Move to stimuli such as rhythm, beat, music and words. Cooperate and listen to all instructions. Demonstrate the correct dance sequence, steps and movements. Perform appropriate movements in response to visual and verbal cues. To participate in a fun and enjoyable dance routine. CSFII Outcomes: 1.1. Perform simple movement patterns. 2.1. Perform locomotor skills with proficiency. References: Department of Education. (1998). Fundamental motor skills: An activities resource for classroom teachers. Department of Education; Melbourne. Equipment: Whistle Stereo & required music Warm-up: Scramble Teaching Points: Students will be told to either hop, skip, jump or run # There will be boundaries around to the music. When the music stops a number set in which a student will will be called out, e.g. five in which students must form be used to demonstrate to a group of that many students. The task will the rest of the class where progressively get more difficult. Students will be told to the boundaries actually form groups of two stomachs or six feet (5-10 minutes). are. #The numbers that will be called out will be sufficient for the students to be able to form groups without any remainders. Skills: (15 minutes) # The last number in the Everyone will be placed into a circle facing his or her warm- up will be two, partner on the inside. As shown in the diagram below: which will allow the students to have a partner for the dance. # Students will be taught these movements in this Barnyard Skip- Partners turn to face in a clockwise sequence. A teacher will direction, while holding other hand. They then (starting demonstrate with students on their right foot) skip forward for three counts and on how each routine is the forth slap their knee. This is repeated. Students then performed and the next turn and repeat this movement but going the opposite sequence will not be directions. (Turn to face partner). taught until students have Linda Petrie, Kylie Bywaters & Julia Atkinson 8 The arm swing- Linking arms students proceed to skip a satisfactory around each other for four counts and then turn to skip understanding. around the other way. # The music won‟t be Clap and slap- Facing their partner students slap their played until after the right knee with right hand, left knee with left hand, clap students know the correct hands together and then partner‟s hands together. movements. Feed the pigs- when partners clap their hands together in the clap and slap holding their hands together they push them up to form an arch. Peeling off from specified couple they precede under the arch and act as if they are feeding the pigs. The diagram below demonstrates this position: Games/ Activities: (10 minutes) Teaching Points: The movements will now be put together to perform the # Two teachers will be a dance with the music. pair in the dance circle in The dance sequence will be continually repeated until which students can the song has finished. observe so they don‟t get too confused and know the correct sequence of movements. Cool Down (conclusion): (5 minutes) Teaching Points: Basic stretches: # Makes sure students - Head aren‟t over stretching. - Hands - Arms - Ankles Linda Petrie, Kylie Bywaters & Julia Atkinson 9 Physical Education Lesson Plan Topic: Dance – heel/toe Year Level/s: Prep/1 Lesson Time: 2.00 – 2.45 Lesson Length: 45 mins Venue: Grassed area No. students: 10 Date: 12/5/ 02 Objecti ves: Begin to develop body co-ordination Get a feel for the beat of the music Perform simp le movements around the area, eg. running, skipping, hopping Improve their skills without them realising they are learning Make them aware of dances fro m other cultures Have fun! CSF Outcomes: Level One and Two 1.1 Perform simp le movement patterns (HPMP0101) 1.2 Identify feelings experienced during and after physical activity (HPM P0102) 2.1 Perform loco motor skills with proficiency (HPMP0201) 2.2 Identify the benefits of participation in physical activity (HPMP0202) References: Board of Studies (2000). Cu rriculu m and Standards Framework II. Board of Studies, Melbourne: Australia. Equi pment: Tape/CD p layer CD‟s/tapes Whistle Lesson Outline: Teaching Points: Introduction. Explain that what we will be doing today is # Important to use the doing dances that different people do in different countries. whistle only on stop so the students don‟t get confused. Who can tell me the names of some countries? Do you know of any dances that people from other countries do? Warm-up: To music, jog, skip, hop, crawl, ju mp around the area. Choose a spot on the grass to do stretches (simp le ones because the activities won‟t be too demanding) (10 minutes). Skills: Skipping on the spot, arm lin ks and spin, partner dancing, # Important to face the heel/toe movements. same direction as the children so they can see the movements that you are doing. Stand with in the group. Games/acti vi ties: Get children to pick a partner. # Will have some that Heel/toe dance: won‟t know what to do. In partners, hold both hands Reinforce that they can just Heel/toe, heel/toe with right foot copy the teacher. May need Skip right for 4 counts to dance with them. Repeat heel/toe to left # Remember to give lots of Skip left for 4 counts encouraging feedback. Jump back and clap x4 (8 counts) # Emphasise that they don‟t need to do the dance Move inwards for 5 counts then next 3 counts are made up a exactly correct. # It‟s just a thigh clap, hand clap and partner hand clap (20 minutes) fun lesson so make them aware of dances from other cultures. Cool down: Basic stretches: Neck Arms Legs Torso (5 minutes) Conclusion: Did they have fun? Linda Petrie, Kylie Bywaters & Julia Atkinson 10 They should go home and show their dance to someone Would you like to live in a d ifferent country and learn how to dance like this? Fun Factor: how many fingers out of 10? (5 minutes).
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