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School of Education

EDN248

Cover SheetAssignment One - Plan, develop a FMS

lesson in Early Childhood and/or Primary HPE 30%

Student Names Joshua Atkinson & Bradley Lee

Student Numbers 32479937 & 32533011

Criteria for assessment Comments

Plan 15 marks1. Student needs identified. (1 mark)2. Made links to relevant curriculum documents. Learning objectives set a minimum standard, are age appropriate, specific, achievable and measurable (4 marks)3. Learning experiences show differentiation (4 marks)4. Clear diagrams of learning activities (In text citations provided if necessary) (2 marks)5. Activities are creative, engaging and ‘playful’ (4 marks)

Learning object 10 marks

1. Includes at least one learning object and its contribution to student learning is explicit (4 marks)2. Learning object shows creativity and originality of thought and application to learning context clearly shown (6 marks)

Assessment 5 marks1. Learning tool is engaging & educative (4 marks) 2. Assessment is linked to learning objectives (1 mark) Literacy requirements met i.e. spelling, grammar Word Count (+ or – 10%):

N P 15 C 18 D 21 HD 24+ Shared Mark: /30

Updated /tt/file_convert/5ea1377180845837e94f1dc2/document.docx Wednesday, 13 July 2016

School of Education – HPE Lesson Template Day: Thursday Date: Start Time: 10am Finish Time: 10.20am Year: 1/2 HPE Topic: Chest Pass No. of students: 4

Australian Curriculum Content Description (SCASA): Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025) Incorporate elements of effort, space, time, objects and people in performing simple movement

sequences (ACPMP029)

Students’ Prior Knowledge and Experience: Students have briefly experienced demonstrating the elements required in completing a chest pass

within the last year. Student’s skills are quite under developed and still require breaking down of the skill and elaboration/demonstration is fundamentally needed.

Students can demonstrate how to pass/throw a ball, however the fundamental elements are clearly not at the level of what they should be.

NEW KNOWLEDGE TO BE TAUGHT Young children need to have a general understanding of how to effectively utilise the chest pass and

how passing works. Students require an understanding of what a chest pass looks like, feels like and the technique behind it

(embodied learning). Children need to have an understanding of the terminology that comes with breaking down the skill of a

“Chest Pass” ie) “Holding the ball on the ears” “ball on the chest” “long arms”


Learning Purposes - Objectives: How to effectively throw a chest pass. Students to develop their understanding of

what a chest pass is and how to effectively utilise the skill.

Students to identify the steps in which are required to perform a basic chest pass.

Accurately demonstrate each fundamental movement that is critical in completing a chest pass.

Students will be able to: Accurately use a chest pass to hit their

intended target over a distance of 2 metres.

Attempt to utilise the “chest pass” with varying objects.

Analyse and develop strategies to hit moving targets using the “chest pass”

Students to demonstrate knowledge of the steps in which are required to perform a basic chest pass

NOTE: Outcomes are not achieved simply by teaching skills. Ensuring children achieve all aspects of an outcome means also providing opportunities for children to demonstrate their knowledge, skills, attitudes and values as well as their proficiency in the skill.

Student Assessment: Observation checklist (see attachment in appendix) Reflection & Questioning – Teacher to reflect on

the learning of skill by asking questions throughout the lesson. Eg. “What are the six steps required when completing a basic chest pass”

“Ticket to Leave” – Students must demonstrate knowledge they have acquired throughout the lesson in order to leave the class. (eg, students demonstrates an effective chest pass to the teacher)

Preparation and Resource(s):Preparation (Safety precautions): Outline to each child the dangers of catching a ball. Teach the basics. Space will have to be communicated to players. Learning Objects

6X Visual Cards (One for each step shared amongst the class) 4X Small Basketballs 4X Soft and Fluffy Balls 4x Balloons 4X Coloured Step Matts (Paper) 4X Coloured targets (Attached on the wall for activity 2)

Visual Scripts (Cards) – Students will come together and collaborate using the visual cards that display the steps in order to effectively complete a chest pass. These cards will be colourful, engaging and fun. Large images will be used.Teaching Objects:

4X Targets 15X Cones Whistle 4X Observation Checklists 4X Certificates “Tickets to Leave” (Well Done!) Computer (Laptop)


Catering for diversity Lower skill level: Will be at opposite ends of the spectrum between students. Learning experiences need to be catered for varying abilities. Professional development strategies that include scaffolded approaches to teaching, collaboration between students, intervention and object control tools will be used to assist in the learning process.

Provide student with a soft and gentle object to throw, focusing on their technique rather than their power or accuracy.

Positive encouragement, constructive criticism (2 for 1 = 2 positive reinforcement, 1 constructive criticism)

Higher Skill level: Students who demonstrate a competence within the learning area will be provided with more complex and challenging tasks. Whether that is a larger object to throw or a target to aim at or even perhaps demonstrate the skill in a spatially confined area.

Provide student with a more complex object to use (smaller, tougher, differently shaped ball) Provide student with more complex and challenging task (larger distance from target)

Disabilities: Each child’s language difficulties, prior knowledge, learning abilities and styles vary enormously so the curriculum and lesson must be adapted to suit each child’s needs. Use teaching strategies that cater for the diverse needs of each student. Ensure that any student with a disability/learning needs are made to feel safe and motivated to learn with activities and skills aligned to their level. Emotions: Influences a child’s ability to process information directly therefore hindering ones motivation to participate. We can assist in the learning process by being aware of ones emotions, managing those emotions, motivating oneself, demonstrating empathy and relating well with others in a group.

Positive encouragement, constructive criticism (2 for 1 = 2 positive reinforcement, 1 constructive criticism)

Provide fun and engaging tasks that will motivate these students to participate.

Important Tips for Teaching this LessonThe Teacher should;

Set distinct and clear learning targets and objectives and share learning intentions of their lessons with students.

Provide students with an appropriate level of curriculum and practical expectations to suit the capabilities of each student. This will motivate them to engage in the process of learning.

Encourage each student to enquire beyond the confines of the curriculum. They should process the information shared, and make their own judgements in order to enhance their knowledge-building capacity.

Not view mixed ability groups as problematic, but encourage participation. Students of mixed abilities can learn well together (e.g. through co-operative learning). Different ideas from different levels will allow them to contribute and enhance their level of understanding. Learning from peers will help to remove the feeling of failure and provide the emotional basis to boost motivation and learning.

Intervene if you see; The eyes are not focused on the target. An incorrect hand position. The ball release is poorly timed. There is no step forward with the throwing action. Elbows tucked in before release (NO CHICKEN WINGS) Thumbs not pointed toward the floor upon release. Utilise verbal cues to point out errors (eg, “Chicken wings!” “Long arms!”)


Timing

2 mins

5 mins

5 mins

5 mins

Learning Experiences:

1. Introduction: Group to huddle up (Get in before the music stops

“Tornado siren”) Introduce ourselves and outline our intended goals

on completion of the lesson. Talk about Safety precautions Ask for students’ names and what they know about

the “chest pass” skill.

2. Sequence of learning experiences:

ACTIVTY 1: CHEST PASS REBOUND Discuss the chest pass in further detail, and

introduce the visual cards. Demonstrate and discuss each step (card) one at a

time. Once the cards have been broken down, move into

station one. Teachers demonstrate how the drill will work and

how to effectively utilise the chest pass. 4 cones with one student on each. Orange step

matt placed in front of each cone for students to step onto (either foot). Students stand behind each cone facing the wall and focus on their technique.

After each student feels comfortable, the teachers introduce 4x Orange circle targets that will be placed on the wall for students to aim at.

Teacher to facilitate their learning and intervene if they see (see important tips for teachers)

ACTVITY 2: BURST THE BALLOON Students remain on the line and a balloon is placed

against the wall. The idea of the game is to introduce larger sized basketballs and to challenge students to use their chest passes to pop the balloon.

The balloon will be moving around, so this is a good time for teachers to introduce the “moving object” factor ie. Briefly discuss moving objects and how they can be harder to aim for.

Once the first balloon is popped, the teacher will introduce two balloons.

Once the two balloons have popped 3 balloons will be introduced.

Finish once all balloons are popped or if time runs out (5 mins)

ACTIVITY 3: DODGEBALL 2 students are nominated as “IT”. Their goal is to

tag the “Runners” by throwing their ball at their opponent. Their opponent can dodge the ball as long as they don’t get hit. The “IT” students must work together and move the ball to each other to get closer to the “runners”.

Once a “runner” is eliminated they receive a ball and join the “IT” group, then work together to catch the last person.

“IT people” can only utilise the chest pass when trowing

Aim of the game to provide a fun and engaging activity that students can participate in and demonstrate their chest passes whilst aiming at moving objects.

Organisation of learning: Add any organising comments

- Link to YouTube Cliphttps://youtu.be/IIypdzgZAaI

- Start with small, light weight, easy to control balls. As skills develop move onto bigger and more complex objects.

- Begin with short passes

- Focus on arm action and step forward

- Teacher removes the learning objects

- If no balloon bursts, simply stop the game after allocated time period.

- Increase distance- Introduce heavier or

complex balls.

- Each person that is “IT” receives a ball.

- Introduce opponents

- Introduce game strategies

- Emphasising accuracy by challenging the students to hit moving targets.


3 mins 3. Lesson conclusion: “Tornado Siren” to be played to bring

students back into the middle (huddle) REFLECTION: Ask students some reflective

questions on the topic of “chest pass” For example;“What are some of the steps involved in performing a chest pass”“What are some sports where the chest pass is used?”“How do we hold the ball when we are using a chest pass?”

Quick recap on the lesson/ tips to work on for future improvement.

Thank students for their participation and ask for the “ticket to leave” to be completed.

ASSESSMENTObservation Checklist: The teacher will first decide to observe each child’s overall movement pattern. A column in the left side of the observation record is designed to enable you to record these global observations. These are to be completed throughout the lesson.Reflecting and questioning: Please refer to the formative assessment questions highlighted throughout the lesson plan.eg.“What are the steps involved in performing a chest pass”“What sport is the chest pass used in?”

“How do we hold the ball when we are using a chest pass?” Ticket to Leave: This is a technique that will be used to show us what the student/s has learnt from today’s lesson. It will allow us to understand what they are thinking and how they have successfully demonstrated the chest pass. A ticket to leave helps us assess if each student has “caught what we taught.” It will give us an insight of how we can plan for the next lesson or unit of instruction.

The skill must also be demonstrated before a ticket is filled out by each student.

NOTE: An example of our ticket to leave can be seen in the below appendix. (Number two)

Formative assessment/reflection questions for TEACHERS to ask themselvesAre the children demonstrating all components of each skill?

In what settings are the children most proficient?Have we gathered a broad picture of the children’s learning in a way that is fair, valid, explicit and educative?

What other strategies could we use to gather information?

How can we use this information moving forward? To what extent can we expand on these new skills learnt?

Important to note: Before gathering information and assessing be careful that you avoid;

Assessing a performance because you think you remember what the child was doing;

Assuming that a child can’t perform a skill when they don’t perform it; NEVER ASSUME

Assuming that because a child tries hard that they can perform a skill; NEVER ASSUME

Assuming that because a child’s behaviour is difficult they cannot perform a skill; NEVER ASSUME

Attributing a higher (or lower) skill level to particular children because of their cultural background, gender or physical attributes;

Making judgements about skill levels that are affected by the child’s proficiency in English which may be learned as a second or third language or dialect;

Assuming that because a child is good at one skill that they are good at others; NEVER ASSUME and

Being reluctant to say that a child is performing very well or very poorly.

NOTE: Information retrieved from First Steps; Fundamental Movement Skills, Book 1


Observation Checklist was retrieved from the First Steps: Fundamental Skills: Book 2.


Assessment 1: (Appendix 2)

Observation Checklist: Generally, a child’s movement will either look right or wrong.

For the global check simply look to see if:

The movement is smooth, rhythmical and well-co-ordinated;

The movement achieves its purpose (the ball is thrown, balance is achieved, the object is caught); and

The child appears confident.

From these general observations we will be able to make decisions about:

• Children who may act as good models, teachers and guides;

• Children who may require more specific feedback about skills and proficient movement in order to extend their competence;

• Children who require more specific observation to identify the skill criteria which they are able to demonstrate;

• Children needing more extensive intervention;

• Skills or skill criteria requiring specific direct instruction; and

• Skill practices that can be used to complement, supplement and challenge children’s existing skills.

Reflection points:Are the children demonstrating all components of each skill?

In what settings are the children most proficient?

Have we gathered a broad picture of the children’s learning in a way that is fair, valid, explicit and educative?

What other strategies could we use to gather information?

How can we use this information moving forward? To what extent can we expand on these new skills learnt?

NOTE: Information retrieved from First Steps: Fundamental Movement Skills; Book 1

Ticket to leave

Have they “Caught what we’ve taught??”


Assessment Two: (Appendix 2)

Ticket to Leave: The skill must also be

demonstrated before a ticket is filled out by each student.

Questions are aligned with the six teaching points of the chest pass.

It is a technique that is used to show us what the students have learnt from today’s lesson and how useful they believe it is.

It is a fast and easy way to use.

It is a form of summative assessment that can be planned at either the start of a semester, term or lesson.

It allows us to monitor their level of understanding and skill level to determine what steps are needed next. Or if there is further need for upskilling.

It gives us a planning tool for the next lesson. Enables us to gather information on what worked well and what didn’t.

Once completed, students submit their ticket to leave by putting it into the drop box upon exiting.

Ticket to leave

Students Can we all please complete these questions to check for understanding?

Upon completion can you please submit your answers into the “Ticket to Leave” box located at the exit.

Question 1: In what direction do we stand in preparation for throwing a ball?A: __________________________

Question 2: Where must the eyes be targeting before the ball is released?A: __________________________

Question 3: Where must the thumbs be positioned before the ball is released?A: __________________________

Question 4: Which foot do you use to step forward to throw?A: __________________________

Question 5: In what sports is the chest pass used?A: __________________________ __________________________ __________________________

Question 6: What do you think worked well? What do you think did not?A: __________________________

Question 7: On a scale of 1-10, how effective do you think the lesson has been? (1 being the least effective)A: _________________________

Question 8: What is one thing that you will take away with you today?A: _________________________

ORGANISATIONAL MAPS

WORKSTATION 1 - MAP

WORKSTATION 2 - MAP


WORKSTATION 3 – MAP

RESOURCE FOR TEACHERS TEACHING “CHEST PASS”


VISUAL CUE CARDS – SIX STEPS



REFERENCESUpdated /tt/file_convert/5ea1377180845837e94f1dc2/document.docx Wednesday, 13 July 2016

Department of Education. 2013. Fundamental Movement Skills The Tools for Learning - Teaching and Assessment Book 2 - Preparing Children For An Active And Healthy Lifestyle. (1st ed). Western Australia. Retrieved From: http://det.wa.edu.au/stepsresources/detcms/navigation/fundamental-movement-skills/

School Curriculum and Standards Authority. 2014. SCASA - Health and Physical Education. Western Australia. Retrieved From: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/health-and-physical-education

YouTube Video: “Tornado Warning Siren Effect” Retrieved From: https://www.youtube.com/watch?v=IIypdzgZAaI&feature=youtu.be


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bradleylambchopslee.weebly.com · Web view3. Learning experiences show differentiation (4 marks) ... Learning tool is engaging & educative (4 marks) 2. Assessment is linked to learning