Follow up lesson plan for Stay in Step FMS assessment recommendations.

1. Learning
Area:
Physical
Education
Year
Level:
Pre-­‐Primary
Topic:
Stay
in
Step
Follow-­‐up
Lesson
Time:
10:00-­‐10:30am
Learning
Objectives:
On
completing
this
lesson
each
student
should
be
able
to:
Verbally
state
the
key
components
of
bouncing
and
catching
a
volleyball.
Practise
the
Bounce
and
Catch
skill
correctly,
paying
attention
to
the
key
components.
How
will
I
know
the
children
have
achieved
the
lesson
objective?
What
will
I
accept
as
evidence
of
learning?
(Assessment)
Observation
of
the
correct
method
during
practise/games,
and
the
correct
answers
to
questions.
Improvement
in
the
number
of
bounces
in
20s.
Student’s
Prior
Knowledge
(what
do
the
children
already
know
about
this
topic/idea/issue):
The
student
was
introduced
to
this
skill
in
the
previous
lesson,
so
should
be
cognitively
aware
of
the
skill
sequence
and
requirements.
Preparation
(teaching
aids,
worksheets,
manipulatives,
books,
paper,
play
dough,
cards,
etc):
Duck
whistle,
stopwatch,
volleyball,
hoop,
plastic
circle
(frying
pan),
alphabet
mats.
Procedure
(the
order
in
which
things
will
be
taught):
Lesson
plan
structure
should
include
an
introduction,
body
and
closing
activity.
Focus
questions
should
also
be
included
in
the
“What
to
teach
and
how
I
will
engage
children
in
the
learning”
section.
Lesson
Plan
What
to
teach
and
how
you
will
engage
children
in
the
learning
Time
Structure
allocation
Introduction
Greet
the
student.
5
mins
(Including
how
you
gain
Tell
them
we’re
going
warm
up
our
bodies
by
singing
“Dingle
Dangle
Scarecrow”.
children’s
attention
at
the
start
of
the
lesson)
Explain
the
warm
up
game:
Mirrors.
Tell
her
she
has
to
mirror
whatever
I
do.
Move
around
an
area
using:
walk,
hops
(both
feet),
skips,
jumps,
crawls
(i.e.
run
through
the
sequence
in
between
balances).
When
the
duck
whistle
blows,
the
child
has
to
copy
a
balance
(run
through
the
sequence
between
FMS
locomotor
skills):
tall
stretch,
sideways
bend,
triangle,
tree,
tree
with
broken
branch,
knotted
tree,
dancer,
airplane.
Emphasise
slightly
bending
the
knee
of
the
supporting
leg,
and
focusing
on
a
fixed
spot
to
assist
the
balances.
If
right
side
balance
is
easy,
ask
her
to
try
closing
her
eyes,
or
going
up
on
her
tiptoes.
In
dancer,
focus
on
placing
the
fingertips
on
the
ground
and
using
them
to
push
the
body
upward,
to
raise
awareness
of
the
fingertips
in
preparation
for
using
the
fingertips
catching
the
ball.
Transition:
Hop
on
your
right
leg
to
go
and
get
a
drink.
Hop
back
on
your
left
leg.

2. Body
of
the
Tell
the
child
we
are
going
to
work
on
bouncing
and
catching
the
ball.
lesson
High
Ball
Throw
3
mins
1. Demonstrate
throwing
the
ball
high
into
the
air,
watching
it,
letting
it
bounce
and
catching
it.
Mention
key
components
of
catching:
-­‐ Eyes
on
the
ball
-­‐ Hands
reach
out
to
meet
the
ball
-­‐ Close
hands
and
fingers
on
the
ball
-­‐ Bend
elbows
to
absorb
impact
2. Ask
the
child
to
have
a
turn.
3. Observe
and
give
positive/corrective
feedback
where
necessary.
Popcorn
Bounces
1. Demonstrate
throwing
the
popcorn
into
the
pot
(plastic
circle)
with
your
finger
tips,
and
letting
it
bounce
up
from
a
sitting
position
(i.e.
sitting
on
heels).
Remind
the
child
to
watch
the
popcorn
in
case
it
pops
out
of
the
pan.
7
mins
2. Allow
child
to
practice,
giving
appropriate
feedback.
3. Say
you
are
turning
up
the
heat
in
the
pan
and
the
popcorn
is
going
to
jump
higher.
Ask
the
child
to
move
to
a
kneeling
position
and
repeat
the
exercise.
Encourage
them
to
push
harder
if
necessary.
4. Say
you
are
turning
up
the
heat
again,
and
ask
the
child
to
stand,
letting
the
popcorn
pop
up
to
their
belly
button.
Remind
them
of
main
parts
of
bounce:
-­‐ bend
knees
-­‐ lean
forward
slightly
-­‐ spread
fingertips
to
control
ball
5. Say
you
are
turning
up
the
heat
even
more,
and
that
it
makes
the
popcorn
pop
even
faster.
Ask
the
child
to
see
how
fast
they
can
pop
their
popcorn
without
letting
it
get
out
of
the
pan.
6. Congratulate
the
child
on
her
efforts
and
any
progress
made.
Transition:
Repeat
hop
to
water
bottle
station,
returning
on
opposite
foot.
Bounce,
Catch,
Through
the
Hoop.
1. Stand
about
2m
apart
facing
each
other,
with
the
hoop
in
between
you
and
the
5
mins
child.
Vary
the
distance
according
to
the
child’s
throwing
ability.
2. Throw
the
volleyball
into
the
centre
of
the
hoop,
let
it
bounce
and
ask
the
child
to
catch
it.
3. When
10
throws/catches
(i.e.
5
catches
each)
have
been
completed,
the
person
who
is
not
holding
the
ball
holds
the
hoop
up
to
the
side,
and
the
other
person
gets
a
chance
to
throw
the
ball
through
the
hoop.
A
point
is
scored
if
the
ball
goes
through
the
hoop,
the
ball
is
swapped
to
the
other
person
and
the
bounce/catch
continues
until
another
chance
to
shoot
is
earned.
4. The
first
person
to
reach
5
points
wins
the
game.

3.
Alphabet
Bounces
1. Set
the
alphabet
mats
out
in
a
rectangle
(3x5)
using
the
letters
A,
C,
E,
F,
H,
I,
J,
5
mins
N,
M,
O,
P,
R,
S,
T,
U.
2. Tell
the
child
you
are
going
to
call
out
a
letter,
and
they
need
to
find
the
letter
and
bounce
the
ball
on
each
tile
till
they
get
to
it.
3. Ask
them
to
sound
the
letters
out
to
see
what
they
say.
e.g.“I
can..
(hop),
(jump),
(skip)!”,
“I
am
a
star!”,
“I
am
fit!”
other
simple
words
like
‘fun’,
their
name
etc.
4. Variation:
The
child
could
practise
hopping
from
one
letter
to
the
next.
Encourage
them
to
skip
letters
so
that
their
hopping
distance
is
gradually
increased.
Closing
Activity
(How
do
you
let
children
Ask
the
child
to
tell
you
the
important
things
to
remember
when
bouncing
and
catching
5
mins
know
the
lesson
has
finished?)
the
ball.
Ask
the
child
to
guess
how
many
popcorns
they
can
pop
in
20s,
and
count
the
bounces
out
loud.
If
it
is
better
than
last
week,
tell
them,
saying
that
they
improved
because
they
did
such
good
practise.
Tell
them
they
can
keep
practicing
whenever
they
want
and
they
will
keep
getting
better
at
it.
Ask
the
child
which
part
of
the
lesson
they
liked
the
best,
and
thank
them
for
participating.

4. Reflection
on
Action
The
warm-­‐up
was
very
effective
in
focusing
Cate
and
she
enjoyed
the
variety
of
movements.
The
main
focus
of
the
follow
up
lesson
was
the
Volleyball
Bounce
and
Catch
skill.
The
initial
activity
of
a
high
ball
throw
and
catch
(after
the
bounce)
proved
to
be
too
difficult,
and
I
substituted
a
ball
rolling
activity
to
assist
Cate
in
visually
tracking
the
ball,
and
improve
her
hand-­‐eye
co-­‐ordination.
This
was
effective
and
enabled
her
to
move
on
to
the
popcorn
bounces
with
a
reasonable
degree
of
success.
During
the
popcorn
bounces
I
constantly
reminded
her
of
the
key
criteria
and
provided
specific
feedback,
and
also
encouraged
her
to
monitor
her
own
actions
by
asking
questions.
This
was
also
effective
in
making
her
realise
how
important
the
key
criteria
were.
She
enjoyed
the
practise,
and
wanted
to
continue
trying
to
see
how
many
bounces
she
could
do.
She
had
several
attempts,
achieving
scores
of
9,
11,
12,
15
and
11.
These
were
all
improvements
on
the
score
of
8
in
the
previous
lesson,
and
there
was
a
marked
improvement
in
her
technique.
If
I
had
the
chance
to
do
the
lesson
again
I
would
begin
with
a
less
difficult,
closed
skill,
and
gradually
increase
the
level
of
difficulty.