Pe - Ball Skills Unit Plan Year 1

PE and Health unit planner Developmental sequence of teaching/learning 2

Term

Y ear

1

B and

Early Years (R-2)

Unit/topic outcome description Students develop their stability, locomotor and manipulative movement skills through a variety of ball exercises that help to develop hand eye co-ordination, balance, movement, rolling, bouncing and catching. It involves students working autonomously and in groups.

Essential learnings

 Futures * Identity * Interdependence * Thinking * Communication

Strand Physical activity and participation

Thinking skills/ processes, for example, Bloom’s, Gardner’s or key competencies * Remembering * Understanding * Applying  Analysing * Evaluating  Creating

ICTs

* Digital camera  Computer/printer  Video camera  Calculator  Internet  CD player  Clock/stop watch  Fax  Scanner  Email * Pedometer

Key ideas “Children explore movement patterns and refine co-ordinated actions, developing self awareness and skills that facilitate on going participation and physical activity.” [Id][KC5][KC6]

Resources/ equipment

* Variety of different sized balls * Whistle * Hoops * Skittles or similar

SACSA outcomes (verbatim) 1.1 Demonstrating self-awareness and co-ordination and control of movement skills for widening involvement in physical activities in different settings. [Id][C]

Planning Key ideas

Focus of Learning

Sequence of core teaching events

Children explore

How to use equipment

Introduce students to setting,

movement patterns

properly.

behaviour management (refer to

and refine coordinated actions,

Sport safety.

developing self awareness and skills that facilitate on going participation and physical activity

Appendix 1), and rules for use of equipment. Enquire about prior skills in rolling,

Leadership skills.

Resources Clothing Footwear Hats Pedometer

trapping, bouncing, catching balls

Whistle

Introduce students to different balls,

Variety of

Self-awareness

their size and texture.

balls

Communication

Have students play with the balls,

Camera

Differences in balls

Eye, hand, foot coordination Rolling skills

ask them to play with a partner and see what they notice about different sized balls. Students to be taught rolling skills

Trapping/stopping skills

using medium or large sized balls.

Self esteem

Students to practice rolling skills by

Self confidence Self assessment

rolling their ball at a wall. Students to be taught trapping/stopping skills, these will be practiced when the ball returns from the wall. Students to count how many times they can roll the ball at wall and it returns to them

Eye, hand, foot co-

Students to be taught bouncing skills

Variety of

ordination

with medium and large sized balls.

balls

Bouncing skills Catching skills Self esteem

Students to practice bouncing skills by them self, using two hands. Students taught catching skills,

Camera Whistle

these will be practiced when they

Self Confidence

catch the ball after bouncing it.

Self assessment

Students to count how many times they can bounce and catch the ball with both hands and not drop it.

Eye, hand, foot co-

Students continue to practice rolling

Variety of

ordination Rolling skills Trapping/stopping skills Difference in ball sizes Self esteem

and trapping skills by rolling their ball towards a large target. Increase distance between student and target. Decrease ball size Students to count how many times

balls Hoops Camera Whistle

they hit the target

Self confidence Self assessment Eye, hand, foot co-

Students continue to practice

Variety of

ordination

bouncing skills, bounce to partner.

balls

Bouncing skills Catching skills Differences in balls Self esteem

Increase distance between pairs. Decrease ball size. Count how may times they can

Camera Whistle

bounce to one another without dropping it.

Self confidence Self Assessment

Eye, hand, foot co-

Students to practice rolling skills

Variety of

ordination

again by rolling to a smaller target,

balls

Rolling skills Trapping/stopping skills

gradually increase distance between student and target. Decrease ball size

Differences in balls

Camera Whistle Skittles

Self esteem Self confidence

Eye, hand, foot co-

Practice all rolling and trapping,

Variety of

ordination

bouncing and catching skills by

balls

Bouncing skills Catching skills Rolling skills Trapping/stopping skills Differences in balls Self esteem

playing team games

Camera Whistle

Self confidence

Assessment Criteria for assessment The ability to catch a medium and large sized ball. 1. LEG: Feet move to place body in line with the ball.

Assessment strategy Observation of students as they follow through with each step.

Who will assess? Teacher

2. HEAD & TRUNK: Eyes focussed on the ball 3. ARMS: Hands reach out to meet the ball.

Self Assessment Sheet:

4. Hands adjust to path and size of ball.

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5. Fingers soft and slightly cupped. 7. Hands and finger closure well timed.

My learning success

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What are the problems I have hade with my learning

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How do I feel when I am learning

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What do I need to do to improve my learning

8. Elbows bend to absorb impact. Established: All eight steps for catching are evident within the students catch. Consolidating: Preparation for catch (steps 1, 2, 3) evident. However has trouble with the reception of the ball. Beginning: Trouble preparing and receiving ball (ex. Not moving feet). The ability to bounce a medium and large sized ball. 1. LEG: Stand with Feet Stationary, shoulder width apart holding the ball at waist height. 2. HEAD & TRUNK: Eyes focussed on the path of the ball. 3. ARMS: Push ball straight down with both hands

Important facts about my learning

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6. Caught in hands only.

Observation of students as they follow through with each step.

Self Assessment Sheet: ∼

Students

Important facts about my learning

4. Catch bounced ball with fingers spread

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5. And pull the ball into the body

My learning success

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What are the

Teacher

Students

SACSA outcome 1.1 Demonstrating self-awareness and coordination and control of movement skills for widening involvement in physical activities in different settings. [Id][C]

Record of assessmen t Class Observation Checklist (refer to Appendix 2) Self Assessment Rubric (refer to Appendix 3) Peer Evaluations within class activities

Class Observation Checklist (refer to Appendix 4) Self Assessment Rubric (refer to Appendix 5) Peer Evaluations within class activities

Established: All five steps for bouncing are evident within the students bounce. Consolidating: Preparation for bounce (steps 1, 2) evident. However has trouble with the release and rebound with the ball. Beginning: Trouble preparing, releasing and receiving the ball (i.e. Not moving feet). The ability to roll a medium and large sized ball. 1. LEG: Opposite leg moves in preparation of the roll. 2. HEAD & TRUNK: Eyes focussed on the path of the ball. 3. ARMS: Arm reaches back with the ball 4. Arm brought forward with appropriate speed. 5. Elbows bend. 6. Ball released at appropriate time 7. Follow through after the ball is realised.

problems I have hade with my learning ∼

What do I need to do to improve my learning Observation of students as they follow through with each step.

Self Assessment Sheet: ∼

Consolidating: Preparation for roll (steps 1, 2, 3) evident. However has trouble with the release of the ball.

Teacher

Students

Important facts about my learning

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My learning success

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What are the problems I have hade with my learning

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How do I feel when I am learning

8. Ball rolls to intended position. Established: All eight steps for rolling are evident within the students roll.

How do I feel when I am learning

Class Observation Checklist (refer to Appendix 6) Self Assessment Rubric (refer to Appendix 7) Peer Evaluations within class activities

What do I need to do to improve my learning

Beginning: Trouble preparing and releasing the ball (i.e. Not moving feet). The ability to trap/stop a medium and large sized ball. 1. LEG: Move legs to the path of the ball to get behind it.

Observation of students as they follow through with each step.

2. HEAD & TRUNK: Student watches the ball until it reaches their hands.

Self Assessment Sheet:

3. ARMS: Have arms out stretched ready to receive the ball

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Important facts about my learning

4. Have hands out stretched ready to receive the ball

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My learning success

Teacher

Students

Class Observation Checklist (refer to Appendix 8) Self Assessment Rubric (refer to Appendix 9) Peer Evaluations

5. Elbows bend.

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What are the problems I have hade with my learning

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How do I feel when I am learning

6. Scoop ball into their body. Established: All eight steps of trap/stop are evident within the student’s attempt. Consolidating: Preparation for trap (steps 1, 2, 3) evident. However has trouble with the release of the ball. Beginning: Trouble preparing and receiving the ball (i.e. Not moving feet).

What do I need to do to improve my learning

within class activities

Topic concept map

DAY 1 (Movement skills, rolling skills, trapping skills) Introduce students to different sized and shaped balls. Have them play with a partner, ask them to bounce, throw, roll, toss the ball and ask them which ball was easiest/ hardest. Teach students rolling and trapping/stopping skills. Students to work autonomously and roll ball against a wall to practice skills DAY 2 (Movement skills, speed, accuracy, working autonomously, bouncing skills, hand-eye co-ordination) Students to collect a ball and are taught bouncing skills. Students to work autonomously. Have students count how many times they can bounce ball with two hands and not make a mistake. Children begin to practice catching balls in different ways to develop hand- eye co-ordination. DAY 3 Students to collect a ball and continue practicing rolling skills. Students to be placed in groups of 4. One student to stand at hoop, others to roll ball towards hoop. Rotate students so all get a chance to roll at hoop. Increase distance of hoop

DAY 4 (Movement skills, bouncing… Students to work in pairs and bounce the ball to on another (ball to bounce once). Increase distance. Reduce ball size for a challenge. DAY 5 (Movement skills….. Students to collect balls, Students to be placed in groups of 4. One student to stand at skittles, others to roll ball towards skittles. Rotate students so all get a chance to roll at skittles. Increase distance of skittles. Reduce ball size for a challenge

DAY 6 (Movement skills….. Play games that practice the rolling and trapping, bouncing and catching skills the students have learnt over the unit