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 9 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)  Most students should have previously completed long jump 1 and
Sub-strand: passed all the learning objectives within that lesson
 Moving our Body (MB) MPASs2.1 Focus Area:
 Understanding Movement (UM) MPASs2.2  Safety (S)
 Learning through Movement (LM) MPASs2.3  Active play and minor games (AP)
 Fundamental movement skills (FMS)
 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  20+ cones  Long jump pit
 Demonstrate ethical behaviour and fair play that aligns with rules  iPad (with Video Delay  Launch pad
installed)
when participating in a range of physical activities (ACPMP069)  3 take-off pads
 Assessment materials
 Numbered dots
YEAR 4  Long jump pit
 2x Agility ladders
 Practise and refine fundamental movement skills in a variety of  Assessment materials
movement sequences and situations (ACPMP043)  4x hula hoops
 Launch pad
 Combine elements of effort, space, time, objects and people  Volleyball poles
 Long jump lasers or ropes
when performing movement sequences (ACPMP047)  High jump rope
 iPad (with the app Video
 Apply basic rules and scoring systems,
Delay)  Blue acromat
and demonstrate fair play when participating in physical
activities (ACPMP050)  Tripod
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 start of the lesson and explained again 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
 Be able to perform a long jump which lands with one of the four labelled sections (gold, silver, bronze, ribbon)
 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 make the appropriate distance for the long jump? If not, how could you improve their jump or was the any reason that inhibited
their ability to jump the distance?
 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)?

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 How could I have actively engaged the students in the lesson more?
 Were my instructions clear?
 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
10 min
Motivation and Introduction:
Begin the lesson by greeting the whole class and taking roll. Then walk to the long jump pit.

Introduce the what is happening in the lesson.

“Today we will be continuing our athletics unit with long jump. We will just be recapping what we should already know
about the long jump and what we did last class and then getting some measurements in for our jump. Today I want to
see everyone do their best as I will be assessing and taking down distances for next terms athletics carnival”
Once this has been introduced, begin explaining the warm up and begin activity.

WHAT YOU SHOULD SEE EQUIPMENT

 Maximized  20+ cones
movement/inclusion  Assessment materials
 All students
participating/engaged WHAT IT SHOULD LOOK LIKE
 Teacher stands side on to
 Students abilities and skill
the game and walks around
levels
WARM UP – Cone Twist the outside of the games
 Safe play
 Split class into two teams (team enforcing safe play and
 Team work (ethical
upside down and team right side up) saying KTP’s
behaviour)
 Aim of the game: to flip the other  Always face the students
teams’ cones the way your team  Correct students, reminding
KEY TEACHING POINTS
wants them to face
 Set an allotted amount of time for  Eyes open, head up
players to try flip the other teams’  Strategy (are you going to flip
cones, when time is up count how your cones back up right with any
many cones are facing which strategy?)
direction. The team with the most  Ethical behaviour (no doggy
cones facing their direction wins.
guarding, no disagreeing)
.
PROGRESSION
 Add more cones
 Make two different coloured
cones and flip them based on
colour
SPACE
 Large grassed area if sunny
 Inside if wet
them of KTP’s

Teacher
Bridging organization
5 min
 End activity with a whistle
 Choose two students to collect all of the cones and bring them in
 Explain the next activity
 Begin next activity
25 min ACTVITY 1 – Stations and Jump WHAT YOU SHOULD SEE EQUIPMENT
Measurements  Maximized Station 1
movement/inclusion  Long jump pit
 All students  Assessment materials
participating/engaged  Launch pad
 Students abilities and skill  Long jump lasers or ropes
levels Station 2
 Safe play  iPad (with the app Video Delay)
 Ethical behaviour  Tripod
 Students thinking for  Long jump pit
themselves and aiming for  Launch pad
self-improvement Station 3
 3 take-off pads
KEY TEACHING POINTS  Numbered dots
RUN Station 4
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  Fast  2x Agility ladders
Students must attempt as many jumps as
they can in alphabetical order. Whilst  Control  4x hula hoops
students are waiting for their turn, they  Eyes up Station 5
have an option of choosing stations they  Volleyball poles
believe they need to use to improve their JUMP
 High jump rope
jump. There will be stations to focus on  High knee
 Blue acromat
the run, jump and landing. There will also  High arms
be a station set up on an iPad with video  Tall and long SPACE
delay for the students to self-learn.
 Large grassed area with
LANDING
Station 1 – Measurements jumping pit available
 Motorbike landing
 Teacher will be standing at this
station and taking  Weight forward WHAT IT SHOULD LOOK LIKE
assessment/measurements for the  Get dirty  Teacher stays at the
athletics carnival assessing point marked on
ALL TOGETHER
the diagram but must
Station 2 – Self-Teach  Fast observe all other stations
 At this station there will be an iPad on  Raise
a tripod set up with video delay so
for safety. If there is
 Motorbike something standing out.
that students can watch their jump
and self-assess VARIATION Freeze the station you are
 If students are misbehaving or if on and go look at the other
Station 3 – Run
the circuit is not going great, station but ensure your
 Use a number dot and place it on the
back is not facing the
floor. Run up to take off pad and try make the students go through all
consistently get an accurate run up. stations within the circuit students
Leave dot there for remainder of the  If students are acting out,
rotations INJURED/SICK STUDENTS call them in or freeze
 Rake the pit stations to go to them. Use
Station 4 – Jump
 Stand by the iPad and see if they the variation section in the
 Go through the mini circuit. Do fast column next to this
feet through the agility ladder, then can remind students of the key
do hop hop hop jump in the last hoop teaching points  Always face the students
with 2 feet. Then go to the next agility  Stand by run station and tell the  Correct students, reminding
ladder and do little jumps in each students if their feet landed in a them of KTP’s
section good place
Station 5 – Landing
 Jump up to try and touch the high
jump rope with two hands and then
motorbike landing with weight going
forwards. Use the blue acromat as
safety so that students can fall
forwards

4 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
8 min
Transition:
 Get the students to go home think about what we did and tell them to have a good break and
when they come back they will be doing more athletics and getting ready for the athletics
carnival in week 4
 Walk back to sports office

Dismiss students
Assessment:
 All assessment will be taking observationally besides the long jump which will be measured on the attached list
 If there are any concerns regarding the lesson objectives, mark this on the assessment sheet
 Teacher should also fill out class objectives sheet to see whether they believe that the objectives were met as
a class

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6D
STUDENT NAME GOLD SILVER BRONZE RIBBON NOT
(3.10m) (2.95m) (2.53m) (1.89m) ACHIEVED
Aleshin Danil

Bond Emelia

Castro Ogalde Alijah

Chapman Nicolas

Chowdhry Ronen

Craddock Jack

Day Amelie

Dayoub Jason

Eddowes Lachlan

Honti Aurelius

Mac Alasdair Sadbh

McCrum Ella

Officer Andre

Radi Oliver

Rohde Avanna

Toohey Kai

Velupillay Ella

Venoutsos Stanton

Vo Khan

Welch James

Woodward Lliam

Young Eoin

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 ALL ALMOST
ACHIEVED
ALL MORE THAN ACHIEVED
HALF LESS
ACHIEVED
THAN FEW TO NO NOTES
CLASS OBJECTIVE ACHIEVED ACHIEVED HALF ACHIEVED HALF PEOPLE

List the three key teaching points of a long jump KTPS

throughout the circuit when asked and at the end of
the lesson

Explain why we use our arms in a long jump, this will ARMS
be questioned at the start of the lesson

re the measurement for a long jump is MEASUREMENT

ill be explained in the first activity. At the
sson’s students will be asked where it is
m and how we can use our body weight
hat we are not falling backwards at the
end of a jump

LANDS ON IDENTIFIABLE SECTION

ploy ethical and responsible behaviour whilst BHEAVIOUR

completing the circuit

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