Anatomy Lesson Plans

Lesson 01

Lesson length 60 minutes

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Gain basic knowledge of Anatomical movements
Demonstrate what flexion and extension is
Discuss the basics of movement in relation to a variety of sports

Personal Objectives

My objectives for my professional development are:

Behaviour management
Confidence
Time Management

Success Criteria

Students who are achieving the learning intention will be able to:

Analyse the movement of an athlete and describe, why and how they are doing these movements.
Can describe the differences between flexion and extension.

Entry Assessment

These students are year 11, hence they are likely to know about some of the year 10 curriculum that may include some basic knowledge of these topics.

Equipment and resources required

Chromebooks

Internet

1. Introductory Activities

What did we do last lesson

State Learning intention: Generate a further understanding of muscles and uncover different movements around these muscles.

Kahoot!

https://create.kahoot.it/#quiz/eb5f3df8-85ec-442b-a31b-99c7f7662e26

Classroom discussion “Hands up”:

*Behaviour/classroom management:

Students are seated with chromebooks, waiting for the class to settle.

Refer to what occurred in the previous lesson: (Small Formative assessment tool, evaluating what students can recall)

What did we learn in the previous lesson?

We learnt about different muscles and bones within the human body.
We used and operated different gaming software to support learning.
Some of us learnt about flexion and extension, abduction, adduction, hyper extension

Why is this relevant?

Developing an understanding of our own bodies and how they provide movement
Relevant content knowledge for our upcoming assignment.
Incorporate that knowledge into the analyses and describe what’s going on.
Using this baseline knowledge toward their assessment and describe what’s happening in the Basketball, Baseball, Netball.

2. Content Development

Task: Using resources to learn about the different movements. (Independent research, self-directed learning)

Quizlet option

https://quizlet.com/34608491/joint-movements-flash-cards/

https://quizlet.com/82189743/joints-flash-cards/

Analyse the following videos:

https://www.youtube.com/watch?v=DzJms7RW02A

https://www.youtube.com/watch?v=J-nK0fZV7-8

Classroom Instruction:

Research the different movements of the body. Or you can use the particular resource provided through the website (quizlet).

In groups of 2-3 students are to look at 3 different sporting movements; describing through analyses what is happening.

(Students will apply the knowledge they have generated over the past two lessons and comment on the muscles being applied during a movement)

On the HPE website, fill out the grid.

(A Grid will is designed and on the website to help guide the students learning through the use of open-ended questions)

Helpful hints:

Try to describe as many movements as possible.
Try slowing the video down
Try standing up and doing the movement yourself to give yourself a clearer picture

what is the athlete doing? Think about why they are doing this, how they are doing this.

Challenge by choice:

If you find this to difficult ask for assistance or write to your own ability you don’t have to go in depth if you don’t feel like you can.
Additionally, if you’d like to choose a sport of your own you can but you have to ask myself first.

>Netball

>baseball

>basketball

3. Lesson Closure

Conclusion.

Classroom summarization:

Why is this an important concept?

Has the potential to improve our own ability in sport.
Scientific explanations to why things happens as they do.
Understanding of our bodies own bodies and how they are made up

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

The incorporation of chromebooks, internet and website resources aligns with the key competencies of the NZC .

Transitioning into groups in order to achieve a learning task links to the NZC when relating to others, a valuable key competency. Students are to interact in group work in this lesson requiring co-operation, teamwork, fair contribution and so forth.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

Lesson 02

Lesson length: 60 Minutes

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Reinforce their knowledge of movements, muscles, bones and joints in a practical setting.

Personal Objectives

My objectives for my professional development are:

Clear, concise instructions
Identifying and delegating my attention to the needs of the students in different areas of the classroom
Confidence

Success Criteria

Students who are achieving the learning intention will be able to:

Describe what they did in a game, what movements/muscles they used.

Entry Assessment

This lesson is based on the students having the following prior knowledge

Students over the past week have learnt about bones, muscles, and just recently joints in conjunction with movements.

Equipment and resources required

Bibs,

Chromebooks

Basketball(s)

Whistles

Time keeping devices/phone/watch.

Internet

1. Introductory Activities

Students are getting changed during this time:

Learning intentions:

Play-Doh statues

(Formative assessment: represent how much the students know about muscles and movements through visual observation)

Classroom management:

(This classroom in particular has a classroom routine, this is seen below)

Normal classroom routine

come in and get changed straight away
once changed, help self to gear and play own game/ own warm up
no kicking!
once the teacher calls you return all of the gear (own and school) into the equipment shed and have a seat on side.

Behaviour management:

Ensure that all students are seated closely and are not too far away.

Classroom discussion:

We are learning to take what we have learnt in class and are applying this into basketball. In addition, we are explaining what is happening through our anatomical knowledge

Why are we doing this?

Scaffolding and preparation for the assignment.
Reinforcing information through a physical
Getting familiar with content
learning to analyse what you see in front of you.

Class instructions:

In this activity a movement or muscle will be called. You have to either touch or move your partner into these phrases/names.

Run over to your partner, and touch their deltoid, touch their bicep, touch their etc.

Move your partner into flexion, touch their ball and socket joint, move them into extension and flexion. Move their leg into flexion.

2. Content Development

Analyses of themselves and peers in the game of basketball when switching over to padlets.Whilst students are on the bench waiting for the time limit to conclude, the padlet task will come in where the students are answering questions relevant to what they see and have just experienced described through anatomy concepts.

(Potential options if we don’t have the equipment)

Multisport,
Soccer,
Hockey,
Speedball,
Zoneball
basketball

https://padlet.com/karlheap2/11cxd1chp61t

Classroom management:

Behaviour management:

All students are seated and on chromebooks.

Those who aren’t playing can ref the game or spend their time observing their peers and filling out the padlet.

Analyses task (classroom instruction).

Grab a chromebook

Navigate through the school website
Find the padlet link
Analyse what you, or your peers are doing during the game of basketball.

(refer to questions built into padlets)

3. Lesson Closure

Why are we doing this again?

Getting changed back into uniform/ putting gear equipment away.

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

The incorporation of chromebooks, internet and website resources aligns with the key competencies of the NZC where students use a variety of language, symbols and texts.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

Classroom summarization

Providing different avenues for learning information rather than just sitting on a computer.
Reinforcing knowledge
Learning how to analyse what we are doing and what our peers are doing.
Using Anatomical terms to refer to our movement.

Lesson 03

Student Nos. 29

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Gain an understanding of hinge joints and their movements.
Create a resource to refer to
Independent research on muscles, bones, and joints.

Personal Objectives

My objectives for my professional development are:

Confidence
Clear instruction giving.
Analysing the room to distinguish those who need help

Success Criteria

Students who are achieving the learning intention will be able to:

Name at least two different joints and their function.

(This can be made evident through their website resource, observation in one on one conversations)

Entry Assessment

This lesson is based on the students having the following prior knowledge

In the past few lessons students have learnt a range of anatomy concepts. to build on this, students are focusing on in hinge joints in particular.

Equipment and resources required

Chrome book

Internet

1. Introductory Activities

Learning intention:

link to feedback from last lesson informing the lesson.

Kahoot task on hinge joints.

(Formative assessment tool, indicating what the students know thus far in addition to helping refresh students knowledge).

https://create.kahoot.it/create#/edit/9f92d271-04dd-43a0-b91a-873385c2957e/overview

Behaviour management:

Don’t distribute the chromebooks until all instructions and discussion have been given (lower distractions)

Classroom discussion:

Today we are learning to:

Research hinge joints and get a grasp of the movements they support.

>What did we do in the previous lesson?

Playdoh (formative assessment)
Basketball
Padlets (basketball analyses)

Miss Samu and myself identified a gap in the classes knowledge therefore, we found it appropriate we address this and create a resource on joints to refer to in our assessment.

(Applying Formative assessment here)

As an Example:

The padlet answers would say flexion or extension of the arm.

We need to include the joints in this answer.
Flexion at the ‘hip joint’ flexion at the ‘knee joint’ extension at the ‘elbow joint’

2. Content Development

Create a resource/definitions to help identifying the different joints within the body.

>https://quizlet.com/34608491/joint-movements-flash-cards/

>https://quizlet.com/82189743/joints-flash-cards/

Classroom instruction:

Have the instructions on the projector for the students:

Go to the Miss Samu’s website
under the heading level 1 physical education/biomechanics.
Apply these quizlets as a resource.

I want to see an image of the joint, the name and description of it’s movements.
Add how and when you did this in basketball, or in another sport if you choose so.

Enabling the students to choose what sport they are interested in to help articulate their ideas.

Refer to template on the website. The template has an example done for you.
Resources: Quizlet attached on the website.
Use any additional resources you can find through the internet.

(Move around the classroom assisting students who need help)

3. Lesson Closure

Pack up/ lesson closure.

Classroom summarization:

Over the next few lessons we will try to fill the gaps in our knowledge so we become more confident.

Continue to do this activity at home

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

The incorporation of chromebooks, internet and website resources aligns with the key competencies of the NZC .

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

Lesson 04

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Gain confidence with the new programme Vidalyze.
Analyze a professional's basketball free throw and indicate what joints are being used through vidalyze tools.

Personal Objectives

My objectives for my professional development are:

Confidence
Behavior management
Clear instructions

Success Criteria

Students who are achieving the learning intention will be able to:

Confidently conduct themselves in the programme vidalyze ie; students are able to upload a video to vidalyze. Additionally, they can draw on an image highlighting different joints and discuss what movements they are doing.

Entry Assessment

This lesson is based on the students having the following prior knowledge.

The 1 PED students have learnt a range of muscles, bones and joints through learning activities over the past few weeks. Therefore, to reinforce the knowledge generated from these lessons - students will apply it towards the vidalyze programme.

Equipment and resources required

Chromebooks

Internet

Projector

1. Introductory Activities

Refer to the last lesson:

Lesson intention.

Kahoot: (Formative Assessment Tool)

https://create.kahoot.it/#user/8c7ef619-58de-4f7a-a5a5-a8ef0e47ad6f/kahoots/created

Classroom discussion:

What happened in our previous lesson?

> (Ask the students for hands up)

Draw and add onto their answers here

Tie into the current lesson:

Today we’re learning to get comfortable with the programme, Vidalyze.

In addition to, looking at a professional (or not so) during the free throw movement and analysing the different joints and movements that are applied.

Put your hands up if you know Why we are we doing this? Why is it important?

As a refresher move into Kahoot

Classroom management:

Bring out the Chromebooks after giving out discussions (lower chances of distraction).: Count the number of students in the class to ensure EVERYONE is participating ie: ”We have 3 more people left to join”

2. Content Development

Vidalyze task:

(Demonstrate instructions through the projector)

log on to Vidalyze

Log in through your school email.
Password = password.

For your task today highlight the joints and their movements that are being used in the video.

Take a screenshot
Use the Snipping tool
Paste it into a new document.

If you can’t remember the joints what can you do?

Internet

Quizlet resource on the biomechanics page.

ask a buddy next to you.
The table constructed in the previous lesson

Complete At Least 3 joints (goal setting for the students)

Self-management:

Step back and scan the room to identify the students who need assistance and address this.

3. Lesson Closure

Lesson Closure:

Pack up Chromebooks

We’re going to be using vidalyze frequently, as it is an important tool for the assessment. Use this at home and get comfortable with it.

Next lesson we’re likely to have a practical so bring your p.e gear.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around the movement of the body.

The incorporation of Chromebooks, the internet and in particular the newly found VIDALYZE resource. The above aligns with the key competencies of the NZC where students use a variety of language, symbols and texts to enhance and demonstrate learning.

Lesson 05

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Reinforce their knowledge from the previous lesson in the game of speedball
Applying our analyses skills in different contexts

Personal Objectives

My objectives for my professional development are:

Clear instructions
Confidence
Behaviour management

Success Criteria

Students who are achieving the learning intention will be able to:

Entry Assessment

This lesson is based on the students having the following prior knowledge Last week 1PED students participated in a similar task in the form of basketball.

Equipment and resources required

Bibs,

chromebooks

Speedball

Whistles

time keeping devices/phone/watch.

Internet

Matts

Music playing device

1. Introductory Activities

Time getting changed.

Learning intentions:

Ice breakers:

Number game + (Cyclops tag)

Bumper tag:

Normal classroom routine (ensure Gear shed door is open)

Come in and get changed straight away
once changed, help self to gear and play own game/ own warm up
no kicking!
once the teacher calls you in put all gear (own and school) in gear shed and have a seat on side.

Classroom management:

Ensure students are situated close to each other rather that scattered.

Classroom discussion (bring the class back onto the benches)

Today we’re reinforcing the knowledge we’ve learnt in the previous lesson(s) and put it into practice.

Class instructions:

Grab a partner
Find an area in this section (within the cones)
Cover one eye
Attempt to tag your partner whilst being aware of those around you
Once tagged by your partner, do complete a 360 degree turn and then reset.
A number may be randomly called, at this point you must find the nearest group of people around you and make this number

Add in an additional rule after a few minutes:

Get the students to walk around the gym

Call out a number.

2 - 3 - 7 - 5

In your groups create a wall, from here a person will be running around attempting to tag each other. (split the class into two? Depending on the numbers.

Bring the students back in here*

Class discussion

In the two games we participated in what movements did we do?

When and where did we use flexion?
Where did we demonstrate extension
At what joints did these occur?
Ball and socket?
Hinge joint (arm, legs)

2. Content Development

Analyses of play during time spent on the bench.

https://padlet.com/karlheap2/11cxd1chp61t

Communicate task through classroom discussion (lead on to this from previous lesson)

Whilst students are on the bench waiting for the time limit to conclude, the Padlet task will be set.

Students know the expectation and are answering questions relevant to what they have just experienced in the game of speedball; through anatomy concepts.

Self management:

Ensure students are on task and need guidance on what to think about, the padlet task will provide questions to help prod their thinking.

3. Lesson Closure

Lesson closure:

Changing out of pe uniform packing up gear.

Next lesson we’re reinforcing our knowledge through another activity.

In addition to extending our knowledge further onto agonists, and antagonists.

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

The incorporation of chromebooks, internet and website resources as well as padlets aligns with the key competencies of the NZC where students use a variety of language, symbols and texts.

Lesson 06

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

learn about Agonist and antagonists in conjunction with their knowledge.
Work as a group to inform, research about bones and muscles
Using resources to help extend knowledge
Becoming an expert to help teach others’

Personal Objectives

My objectives for my professional development are:

Confidence
Behaviour Management
Instruction giving.

Success Criteria

Students who are achieving the learning intention will be able to:

Research their material, identifying what it is, what it does, where it is seen in everyday movement.

Entry Assessment

This lesson is based on the students having the following prior knowledge

Students have learnt about what joints are and some of their movements, at this point introducing agonist and antagonists is important

Equipment and resources required

Internet

Chromebooks.

A3 paper

Chalk

Photo capturing device.

Pen/paper.

Pencils

Window markers

1. Introductory Activities

Learning intention:

Introductory video about the application of biomechanics

Classroom discussion:

Today we’re learning about Antagonists and Agonists.
We’re also learning to be teachers at some point of the lesson and help teach others about your content.

Show to the class either of both of these videos:

Here are some videos or real life examples of where biomechanics can extend. Where it leads into, why it’s important.

Helps to improve our own performance.
Understanding human movement and why they do particular movement.
Improves our knowledge about ourselves and explains
Where it can be used in a career situation

https://www.youtube.com/watch?v=whCcF7ASyXw

https://www.youtube.com/watch?v=tdVNQ476x3Y

Although the terminology used in the video may seem foreign this is just an extension of knowledge within the same field.

2. Content Development

Task: Expert groups:

Elbow joint
Knee joint
Agonist.

4. Atagonist.

Return to original group

Classroom discussion:

Firstly, students will split into groups of 4 - This will be the original group.

2. Students will allocate a number to their group members from 1- 4 students will now transition into the learning groups.

3. Learning groups will move outside with the chalk

or draw on A3 sheets of paper.

(Providing students to make their own decision learning groups will have to make this choice/ unanimous decision)

Classroom management

Students are not to leave the area leave the sight.
Ensure instructions are projected onto the board to help those who didn’t understand what is expected of them.

Draw and label the body part or joint, this can be found through internet sources.

(Depending on how much time they have determine whether this needs to be followed on from the next lesson)

Experts now deliver what they’ve learnt using the instructions on the board.

Options: can take a photo and show the rest of the group.

What is it?
What does it do?
Where is it seen in everyday movement? (link to outside of the classroom)

Self management:

Move to agonist and antagonist groups and provide extra support as this is a new concept for them.

3. Lesson Closure

Lesson closure (Taking photos of students work as formative assessment):

Pack up

Tomorrow we’re going to look more into agonists and antagonists. As Well as trying another learning activity to help reinforce these concepts

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

The incorporation of chromebooks, internet and website resources aligns with the key competencies of the NZC where students use a variety of language, symbols and texts.

Getting into groups to achieve a learning task links to the NZC when relating to others, a valuable key competency. Students are to interact in group work in this lesson requiring co-operation, teamwork, fair contribution.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

Return A3 sheets to me please.

Lesson 07

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Reinforce all the content earnt from the previous weeks.
Participate and work cooperatively in a group

Personal Objectives

My objectives for my professional development are:

Instruction giving
Confidence

Success Criteria

Students who are achieving the learning intention will be able to:

Recall information on movements, muscles joints.

Entry Assessment

This lesson is based on the students having the following prior knowledge

1 Ped students over the last 8 lessons have learnt about Anatomical concepts including a base knowledge of muscles, bones in addition to movements that occur at the joints.

Equipment and resources required

A3 sheets of paper

pencils/coloring pencils

1. Introductory Activities

Lesson intention:

Do now Task:

Classroom discussion

Today we’re reinforcing all the knowledge that we’ve learnt over the last few weeks.

Get into the groups we had yesterday and refresh your memory on all the the topics we have gone over Including muscles, joints, bones.

Grab an A3 Sheet of paper and draw a brainstorm with the header - “Biomechanics in the middle”

*Anatomy and movements (oops)

(formative assessment tool)

-Make sure to take a photo of this and put it onto your google drive later.

Behaviour management*

(Ensure that there are an equal number of students in each group, what can I do about groups who aren’t attempting the task? Or, who have given up.)

2. Content Development

Classroom task: Pictionary

Classroom discussion

A different group member will come up to me each time they successfully guess the correct word.That group members must come up to me and tell me what their word was, Upon this they need to receive a new one, this word will be drawn to the rest of the group again to answer.

Try to be the first group to win!!
Move into the same groups as last lesson.

During this time students aren’t allowed to speak

They also aren’t allowed to write the exact word down or lead into it in an obvious way.

*If you get caught cheating you will incur a 1 minute penalty

Draw these examples:

-Flexion

-Extension

-Abduction

-Adduction

-Deltoid

-Ulna

-Bicep

-Tricep

-Femur

-Spine

-Abdominals

-Radius

-Elbow flexion

-Knee flexion

-Knee extension

-Elbow extension

-Circumduction

-Cranium/skull

Have additional tasks for those who finish early.

3. Lesson Closure

lesson closure:

Classroom discussion:

Remember we have a practical sessions for the next two lessons. Remember to apply all this knowledge towards your assignment.

-The rest of this information will be covered by Mrs Samu. In the practical lessons. Next week.

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

This lesson requires thinking, a key competency of the NZC. Students are to refer their prior knowledge gained from previous lessons to inform the ongoing lesson. In addition, they are required to apply this knowledge in a analyses task, relying on more than just recall.

The incorporation of drawing in the pictionary task aligns with the key competencies of the NZC where students use a variety of language, symbols and texts.

Getting into groups to achieve a learning task links to the NZC when relating to others, a valuable key competency. Students are to interact in group work in this lesson requiring co-operation, teamwork, fair contribution.

Lesson 08

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Reinforce learning from the previous lesson in a practical setting

Personal Objectives

My objectives for my professional development are:

Confidence
Instruction giving

Success Criteria

Students who are achieving the learning intention will be able to:

Reinforce their knowledge of Anatomy concepts, (bones, muscles, joints, movements) building on and understand through a practical sense.

Entry Assessment

This lesson is based on the students having the following prior knowledge

1 PED have accumulated knowledge over the past 8 lesson revolving around muscles, bones, joints movements and so forth, this prior knowledge

Equipment and resources required

Gear shed with all the equipment

Whistle

Speaker (maybe)

Dodgeballs

different types of balls

benches

1. Introductory Activities

Students are get changed and partake in their usual routines at this moment.

Lesson intention: Today we’re going over the content we went over in pictionary.

Students are playing with equipment until the rest of the classroom is ready.

*Return class to the benches

[Classroom management]

Ensure all gear is put away.

Ensure students are closer together whilst on the benches.

Classroom discussion:

Can anyone remember what we went over during pictionary? Just of off the top of your head?

(Ensure the same students aren’t answering all the questions).

[Formative assessment tool]

2. Content Development

Benchball activity

Question the students.

Classroom discussion, introduction to the activity

Dodgeball version, once you get hit with the ball you need to stand on the bench, if you catch ‘the team ball’ everyone on the bench gets off and is back in the game.

-Catching the ball on the full results in the thrower being out.

- Throwing the ball and hitting above the waist isn’t considered an out.

-To get back in you need to catch the ball on the full whilst on the bench, falling off of the bench during the catch is still an out.

-Once the whole team is out restart the game.

What movements did you do during that activity?

-Where did you see it?

-At which joints?

3. Lesson Closure

Lesson conclusion:

Changing back into uniform/packing up gear

Gear away, students back on the benches.

Tomorrow is our last lesson we’ll try to make it more based on games as it’ll be our ending session.

This Lesson relates to the strand; ‘Movements concepts and motor skills’ coinciding with the New Zealand curriculum. In this particular example, students are enhancing their knowledge around movement of the body.

Lesson 09

Lesson length: 60 mins

Module or Unit Anatomy/Biomechanics

Lesson Intention

In this lesson, students are learning to:

Participate in a new a game
Enjoy themselves.
Be active.

Personal Objectives

My objectives for my professional development are:

Instructions giving
Time management
Confidence.

Success Criteria

Students who are achieving the learning intention will be able to:

Entry Assessment

This lesson is based on the students having the following prior knowledge

Equipment and resources required

Whistle

Cones

Matts

Bibs

Rugby balls

Dodge balls

Hoops

Music player

Referee

1. Introductory Activities

Lesson Routine: (Getting dressed etc.)

Classroom management:

Normal classroom routine (ensure Gear shed door is open)

Come in and get changed straight away
once changed, help self to gear and play own game/ own warm up
no kicking!
once the teacher calls you in put all gear (own and school) in gear shed and have a seat on side.

Classroom discussion:

This is my last lesson with the class.

It has been a pleasure to teach you 1 PED
This lesson is designed to be fun
Therefore, the lesson intention is to have fun and participate.

2. Content Development

Gladiators

(Classroom discussion)

“Gladiators” A capture the flag variation.

[Behaviour management]

Get the students to closely on the benches.

Dodgeball rules
Rugby balls (on either end)
Matts (for medics)
Hoops for safe zones
Large matts for defence
Medics also require bands and can’t be targeted.

Gladiators have similar rules to capture the flag however, there are slight variations.

Players who are hit by a dodgeball are fallen warriors, these warriors have to sit down on the spot and can be revived by a medic one at a time.

Safe zones are placed around the field. These safe zones can be a hoop, or a Matt.

You are allowed to be in these safe zones for four seconds.

Players can hide behind the Matt as a form of defence.

Each side will have medics, these medics are to carry their group member to one end of the wall where they can be “revived”.

Team scores a point when they retrieve the ball and place it in the other end

The ball cannot be thrown over to the end.
Typical dodgeball rules are included

(catching on the full, below the waist etc)

3. Lesson Closure

Lesson closure

Packup/changing back into uniform.

This was a closing to our last lesson with me, I hope that you enjoyed the lesson as the purpose was to have fun and end on a positive note.