HLTH2203 Jan 2018

SCHOOL OF HEALTH SCIENCES

LESSON PLAN HLTH 2203

    Tutorial __ Group ___ Student 1 ______ 2 _______ 3 _______ 4_______
LESSON ORGANISATION (based on Australian Curriculum: Health & Physical Education)
Students’ Prior Knowledge:
Year Level: 5/6 Time: 2:00- 3:00 Date:
10/4/18  A basic level of understanding would benefit
the students; however it would not be
Learning Area: Health & Physical Education required that they know all of the KTP’s
(Cricket)  They should have a level of understanding of
the concept and rules of cricket

Focus Area:
Strand: Movement and Physical Activity Performing a cricket bat successfully and
accurately with the correct technique
Sub-strand: Moving our Body
Content Descriptor: Teacher’s Prior Preparation/Organisation:
- Ensure that there is enough space and the oval
Content Descriptor: Is free to use
Linking of fundamental movement skills to - Organise the necessary equipment
specific skills used in organised games, sports - Whistle
and activities, such as linking throwing to - Have a good understanding on the KTP’s and
basketball passing and shooting (ACPMP061; what is required of them

ACPMP065)
Equipment List
X 8 bats
Basic strategies and tactics to successfully
X20 cones
achieve a movement outcome or goal:
X10 sets of cricket stumps
body awareness
X10 cricket balls
spatial awareness
relationship to and with objects, people and
space
(ACPMP063)
General Capabilities (that may potentially be covered in the lesson)
Literac Numerac ICT Critical and Ethical Personal and Intercultural
y y Competence creative behavio Social understandi
thinking ur competence ng
Cross-curriculum priorities (may be addressed in the lesson)

HLTH2203 Jan 2018

Aboriginal and Torres Strait Asia and Australia’s Sustainability
Islander histories and engagement with Asia
cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an
action verb)

As a result of this lesson, students will be able to:

 Demonstrate the technique required to successfully execute a cricket strike

 Be able to correct errors and detect correct technique in other students
 Understand the basic rules of cricket and how batting can be utilised to score runs

LESSON EVALUATION
Assessment of Lesson Objectives and Suggestions for Improvement::

 Were the transitions between the activities suitable?

 Did students understand the outcome of each of the activities

Teacher self-reflection and self-evaluation:

 Were there progressions for high achievers and those students who were incapable of
doing part of the activity
 Were the activities relevant and engaging?
 Were the activities explained to students correctly?

LESSON PROGRESSION
Motivation and Introduction:
Time
 Welcome the class and make sure that they all have their hats and sunscreen on
 Call the roll
 Go through the lesson from the previous week and question their knowledge on what
they learnt
o What do you enjoy about the last lesson?
2:00—
o Tell me something you learnt
2:08 o Can someone please tell me some KTP’s of a cricket bat
 Go through the objectives of the current lesson & introduce lesson outcomes

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 Student Organisation Lesson Content Class Organisation
Resources/Equipment
(Individual task (Content & KTP)
structure, differentiation) (Position of teacher/students,
 Ensure that all
setup/working area/grids for class,
Warm up: students are
2:08-
transitions)
2:15 Cone flipping involved and

 Students in two moving around

groups.
 One team flips
upside down & the
other flips them
facing upwards. –
They have 1 minute
to do so
 At the end of 1 min
the teacher counts
the most cones
flipped – Repeat 3
times
Bridging organization

Get every student to pick one cone up each and place in a pile
2:15-
2:18 Students should come in as a group and listening to the instructions for the next drill

Demonstrate quickly the drill

KEY TEACHING EQUIPTMENT: ( per pair)

Drill 1:
POINTS  X1 cone
2:18- Batting off a tee
Batting off a tee  X1 bat
2:25  Set up a batting tee,
(Stage 1)
with two cones set  X1 ball
(ACPMP065)
up in goal formation
ten metres from  Step, stop, hit
 Go through the
batting tee.
 Students, in pairs technique of how

take turns trying to to hold a bat

 Grip, Weight
hit the ball through
transfer, Step, hit
the goals.
 The partner will field Provide adequate spacing between
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 the ball return it back pairs.
to the batter (remind
Teacher positioning is crucial- it is
students of KTP’s for
recommended that you take up a
long-barrier).
 Once the ball has position where you’re able to
been hit 6 times (one provide feedback to all your
over), the batter will students
rotate with the
fielder.
 Vary the distance of
the batting tee
depending on
ability/age.

Bridging organization

Get two groups to join each other

Pack one of the pairs equipment away and into a neat pile where they got it from
2:25-
2:28 Get students to decide on a bowler and a batter and two fielders between their groups

Demonstrate and explain the drill

Drill 2: KEY TEACHING EQUIPTMENT: ( per pair)
POINTS
 X1 cone
2:28- Batting off a bowl
2:40pm (adding in a bowler) Batting:  X1 bat
 The bowler bowls  Step, stop, hit
 X1 ball
the ball and the  Go through the

batter must call out technique of how

prior to hitting the to hold a bat

 Grip, Weight
ball if they want to hit
transfer, Step, hit
it towards player
1/2/3. Bowling:
 They get 4 points if  Stand side on to
they get it right target – step

 These students then opposite foot to

 Provide adequate spacing
throwing arm
field the ball and between pairs.
throw into the bowler  Non-bowling arm
 Students change “reaching for the  Teacher positioning is

HLTH2203 Jan 2018

 over after 6 bowls (1 sky” crucial- it is recommended
over)  Bowling arm that you take up a position
 Continue until
rotates around where you’re able to provide
everyone has had a
 Bowling arm feedback to all your students
turn in all positions
releases ball to
including batting and
target
bowling
 Underarm throw
 Step- opposite
foot to throwing
arm
 Reach – Throwing
arms goes
backwards before
forwards
(momentum)
 Point – point at
target
 Throw – towards
target

Bridging organization
2:40-
2:42 - Get the last fielders in each team to collect an extra 6 cones and set up in a V in front
of the stumps

- The last batter is to collect an extra bat and the bowler has to collect another set of
stumps and set up as per the picture below (teacher will explain this formation)

- Once everything is set up the teacher will call everyone in for a demonstration

- Demonstrate the activity

- Split everyone up into 4 small teams of 8

- There will be two games going on at once

Game: KEY TEACHING EQUIPTMENT: ( per pair)
POINTS  8 cones
2:42- V-Ball
2:58pm  Spilt the class into 4 Batting:  X2 bat
groups of 8 games  Step, stop, hit  X1 ball
 2 game will be going  Go through the
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 on at once technique of how
 Aim – students must
to hold a bat
hit ball in the “V”  Grip, Weight
designated area and transfer, Step, hit
make as many runs Bowling:
as they can before
 Stand side on to
the fielders bring the
target – step
ball back
opposite foot to
 Everyone will get 6
throwing arm
bowls each before
 Non-bowling arm
rotating.  Teacher positioning is
 The team with the “reaching for the
crucial- it is recommended
most runs wins sky”
that you take up a position
 Bowling arm
where you’re able to provide
rotates around
feedback to all your students
 Bowling arm
releases ball to
target
 Underarm throw
 Step- opposite
foot to throwing
arm
 Reach – Throwing
arms goes
backwards before
forwards
(momentum)
 Point – point at
target
 Throw – towards
target
Bridging organization
2:58-
2:59pm - Get everyone to bring in the equipment

- Neatly put away all the equipment

- Get everyone sitting on the grass

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 Lesson Closure: (Review lesson objectives with students)
2:59-  What was the focus on todays lesson?
3pm  Why was is harder to implement technique in a game situation
 What are some of the key things we need to remember when bowling?

Transition: (What needs to happen prior to the next lesson?)

 Ensure that students remember the technique required as they will need this to progress for the
next week
 Bridging organisations and teacher preparation
 Ask Questions: Where should you bowl to get the batter out? What fielding strategies did you
come up with in the end game? How can your work as a team to stop or reduce batters from
getting runs?
 Dismiss Class

Assessment: (Were the lesson objectives met? How will these be judged?)
 Go around and visually ensure that everyone has the correct technique as compared to the
marking rubric found on the SCASA website
 Able to assess their knowledge of the answering the questions (formative assessment)
at the end of the lesson.
 Game scenario – how they perform the skills learnt

HLTH2203 Jan 2018