Lesson Plan – Ash & Kate

Subject
Physical Education / Class
8 x Year 9 students
Level 5 of the curriculum / Unit
Cooperative games / Topic
Communication
Achievement Objective(s)
5C3 – Students will demonstrate a range of interpersonal skills and processes that help them to make safe choices for them selves and other people in a variety of ways.
Learning Outcome(s)
·  Demonstrate communication skills required to obtain success through cooperative games.
·  Identify the ways that they can communicate effectively with others when they are playing cooperative games.
Key Competency Focus
ü Relating to others – students will achieve this by communicating effectively within their groups through the use of constructive feedback.
ü Managing self – students will achieve this by demonstrating that they are capable learners through their ability to succeed and work cooperatively
Time / Student Learning Activities / Teacher Activities (focus questions)
1 min
Both
3 mins
Both
(Kate)
5 mins
Both
6 mins
Ash
5 mins
Kate
5 mins
Ash
7 mins
Kate
15min
Ash
5mins
Kate
5 mins
Both / Introduction
Name, Key Concept of today
Name Game - Icebreaker
- In a circle – say first name
- Pass randomly
- same pattern but faster
Communication Brainstorm –
What types of communication are there?
Give each student a communication card to think about during the lesson
Each student gives their own definition of their card – with assistance.
Warm up – Line Tag
2 students are the “taggers” and the other students must walk/ jog on the lines of the court to avoid the taggers. If you are tagged you become the tagger.
Extra: add in road blockers (no deal sign)
if you are tagged/ run off the lines
1st activity – Communication Lines
1) Line up on the “white” line in alphabetical order of your name
2) birthdays without verbal com (bench) - once you are on bench you must stay there
3) Street numbers (on bench) start and finish on bench
2nd activity - Knots
Standing in a close circle everyone will put their hands in the middle and grab hold of 2 other hands (not belonging to the same person) untie the knot as quickly as possible.
- for assistance add in band-aids (one hand can be let free and reattached)
3rd activity – Hog Call x 2
Students receive a card and a blindfold and told to walk to a certain space, where they will put the blindfold on.
Using verbal communications (only the word on the card) the aim of this activity is to match up the word you have with its compound
You are expected to demonstrate effective communication to find your partner.
Eg. Shot – put (demonstration)
2nd time – each partner discusses how they could perform hog call more effectively/ tactics.
4th activity - Mine field
- Lilly Pads will be placed on the floor in a grid pattern. Students will attempt to find the correct path through the Lilly pads that the teacher has secretly created.
- If the students step on the wrong Lilly pad, they will be told they are incorrect and will have to go to the end of the line.
- It is then the next students turn.
- Those in line are able to help their team to solve the puzzle with verbal communication. You can only step on a poly spot that is 1 move ahead, you cannot move backwards.
Extending– Non-verbal only Race
Balloon Activity – extra (time dependent)
Split the group into 2 teams (number off)
4 balloons within each team, the aim is to keep them afloat the whole time without touching the floor.
“Change” – a call which means 1 person from your team will have to swap teams.
Try again
Wrap up (reflection)
Circle up
Mau Rakau reflection
What is the most important thing you learnt today about communication? / Miss Ross & Miss Harvey, communication in cooperative game
Pass the big ball around and say your name
“this is ……….”
Verbal
Non-verbal
1. Verbal (speaking, talking)
2. Sounds (making noises)
3. Eye contact (looking)
4. Body Movement (doing an action)
5. Touch (feeling)
6. Problem Solving
7. Feedback (constructive)
8. Listening (being an active listener)
9. Body language (gestures/ facial expressions)
Enforce the rules
Watch for those cutting corners
How could this be more effective? (taggers talk)
Debrief
Was your communication card active during this activity?? (stand up, sit down)
- Verbal
- Listening (taggers)
- Body language (blockers)
- Problem solving (navigate)
Be strict – no verbal communication
Benches – demonstrate safety skills
Debrief
- Communication card active?? (circle)
- Eye contact
- Body movement
- Touch
- Problem solving
- Body language
Thumbs up or down
How is communication used in “knots”??
- Decision making
- Cooperation to succeed
What worked well in the activity? What didn’t?
Communication card active?? (thumbs)
-  Verbal
-  Touch
-  Looking
-  Listening
We will act as safety nets to stop collisions
Activity Cards
1. Basket-ball
2. Skate-boarding
3. Ice-hockey
4. High-jump
Debrief
Communication card active (copycat)
- Verbal
- Touch
- Problem Solving
- Listening
- Feedback
How would that have worked better??
- use clear loud voice from the start
- active listening
Really clear explicit instructions
Are there any questions??
Was your communication card active during this activity??
-  Body movement
-  Touch
-  Problem Solving
-  Feedback
-  Body language
How could you do this activity faster? (tactics) try again RACE
What worked well? What didn’t? Why was communication so important?
Make sure the change call is loud and clear
Be observant of what is going on in each teach/ is there a leader?
30seconds to think of a tactic that will make this more effective e.g. (own balloon, person low, sharing tactics, decide who will leave and who will protect their balloon)
Refer to tactics above do you think these strategies would have helped?
CONCLUSION =
1. Is it important to communicate?
2. What type of com. do you use the most?
3. What type of com. do you find easier to use?
4. What is the link this to their lifestyle??
5. Why do you think communication and problem solving are important??
6. Where else is com. important – (sports, life)
What happened in the games with your communication? Did you use good communication or bad communication? Why?
a. yelling at each other was bad communication
b. teammates felt stressed, pressured, upset
c. can relate to real life situations when you have to decide between listening to your peers or doing what you think is right.
Equipment – Big Ball, “Communication Cards”, Bench x 2, Mats, Blindfolds x 9, 2 Dice, 20 Lilly pads, Two mine field combinations, Mau Rakau (what have your learnt…), 8 Balloons, Music??, my plotted mine field
Assessment □ Formative
Cognitive -- Students will be assessed by the ability to answer questions about how they communicate, and be able to use proper communication to complete the activities successfully.
Social -- Students will be assessed on their ability to cooperate throughout the entire lesson through teacher observation.
Teacher Evaluation

Lesson Plan with Ash