Health and Physical Education Lesson Plan

School: University of Auckland

Class: BPE 1

Date: 18th 20th March

Student Nos: 6 - 8

Period: n/a

Lesson length: 2 hours

Module or Unit: ABL

Supervising Teacher Signature:
Lesson Aim

Personal Objectives

The broad aim of this lesson is:

My objectives for my professional development are to:

For students to explore and develop ideas of leadership, problem

...

solving, teamwork, inclusion

Lesson Objectives
By the end of this lesson the students will be able to:

Think critically on how to achieve or accomplish and adapt to a challenge set for them.
Communicate effectively and positively within their groups and take on different roles within their groups.
Give students the opportunity to express their problem solving thoughts and develop there skill in problem solving which will be
useful throughout the BPE degree.
To allow students to understand that teamwork through communication and inclusion of peers is an important aspect in
becoming a good health and physical education teacher.
Students become comfortable with each other and also learn to trust one another to get every member into the correct position,
everyone in the group is looked after.

Entry Assessment
This lesson is based on the students having the following prior knowledge:
Have participated in some ABL activities during college or elsewhere, Interpersonal skills developed to the point where they are
able to participate in these activities in a positive, safe way. It enables the group dynamics to change as students may have
been taught some skills differently in the past. Some issues may arise as this is all part of the learning curve.
Equipment and resources required

Lesson Flow
Time

Activity

Teaching Points

1. Introductory Activities
5min Introduction
Who we are taking the lesson
What we are doing today
Who the students are
three shells

Students have an idea of what to expect and what is

expected of them
Familiarity can begin with learning a few names

5 min
Pukana (BANG) - Icebreaker

Players stand in a circle one person in the middle

Middle person is the caller and say a persons name.
The person called must duck with two students on either side
turning and demonstrating their best Pukana to intimidate the
opposing player.
One of three things can happen; the persons whose name
was called did not duck in time and was caught by the other
players pukana and is now out, the person ducked in time,
however one of the adjacent players was faster at their action
and the other person is out or the player called ducks in time
and the opposing player performed the action at the same
time in which case they are all still in

It is important to have a few icebreakers on this camp

as the first years are relatively new to each other. It is
highly likely they will be in groups where they dont
know people and even dont know their name.
Icebreakers are a fun way to get the students
interacting in a casual, low risk context.
During first round have an instructor in the middle to
make sure the game works properly and no one is put
on the spot.
Good game to reinforce learning peoples names.
Move these games along quickly so no one is sat out
for long

Another quick fun activity that gets groups to learn

more about each other.
2 truths 1 lie
Instructor should give an example of the 2 truths and 1
Either in pairs or sharing with the whole group
5 min Someone comes up with 2 truths about themselves and 1 lie. lie so students understand the game.
If done in pairs the game can continue for a bit longer
It is then the job of their partner or those in the group to
as students can swap partners and play again.
identify which is which.
People can then be questioned on their truths to find out more
about them.

Have an instructor go first if no one is comfortable to

show that it is safe and fun.
Ensure the group is really tight together as any gaps

Sand in the Sea

could be dangerous. (By own discretion) if you feel not

The group stands shoulder to shoulder in tight circle with

enough people went to benefit in trusting each other
5 min one person (the faller) standing rigid and trusting in the
move on to another activity.
centre.
Remaining rigid, the centre person falls slowly in any
direction (AFTER the starting call sequence see above).
Before faller moves very far off, the catchers redirect the
faller to another arc of the circle.
This fall-catch-shove sequence continues in a gentle fashion
until it becomes obvious that the centre person is relaxing (but
remaining rigid!).
Change people in the centre until everyone who wants
to has had the opportunity to be shoved around

Rock formation

Asking students to close their eyes adds a challenge

by choice element so they are able to see if they do
not feel comfortable.
To make the activity harder can give numbers that are
out of sequence (not consecutive eg. 1, 2, 4, 7, 9,
13...) without telling them. Also can make it non-

5 min

- Every member in the group is given a secret number

verbal.
The group is then blindfolded or asked to shut their eyes Ensure people do not see each others numbers
They must now find their way into numerical order
before being blindfolded.
Warn students that they may need to keep their
hands in front of them as bumper

A contract is something that the whole group agrees

on, this ensures the rules, guidelines set to keep the
students safe (physically, mentally/emotionally,
Kirimana (Contract)
socially and spiritually) are ones important to the
Either away in 2 groups or as one big group to come up with
group.
contracts that are personal to them and their group
Exemplar gives students an idea of what a contract
10
Provide a 5 finger contract to use as an exemplar.
could look like.
min
If students need help give them prompts of other
things to possibly include.

2. Content Development
5
10
min
Around the ocean (world)
Objective: To move participants through a series of
hoops and back to their original hoop in the most
efficient and timely manner possible.

10
15mi
n

1. Each participant must begin the challenge with both

feet in a hoop and finish the task in that same hoop.
2. Participants must have at least one foot in a hoop at
all times and never step on the ground outside of a
hoop.
3. At some point each person must place both of their
feet in each of the hoops.
4. As a group we may determine how to arrange the
hoops before we begin the task. I will also determine
how many people will begin in each hoop.

Instead of taking a few hoops down,

students will stand on a spot and use the
environment by drawing circles in the
sand.

Could split group in two and make this the beginning

of a competition between two groups (Legends of the
hidden temple)
Could set out a patterns and the team to successfully
navigate each sequence first wins this round.
Could also begin selecting people in each group to act
as the leader for this activity.

Lesson Flow
Time

Activity

10 Secrete tunnel
15mi A Secret pathway focuses on students being able to

Teaching Points

Situation is that there is a pot of treasure at the end of

the pathway.

communicate their ideas through silence by working co-

operatively. There will be a set of sixteen flat small mats
in which there is only on way to pass through to the
other side. However, once a person is on the starting
cone they are unable to communicate with the other
students. Players can only communicate if there is no

one on the pathway. Students have to communicate

clearly with each other and try help each other

remember the correct way. There is a big emphasis on
patience, memory, communication and a co-relation
with attitudes to try and failure learning.

20
25mi
n

Tawharanui River crossing

Classic ABL game where teams must get across a space
using a set of blocks, spots or other appropriate
equipment
The whole team must get across a river without
touching the space, without losing contact with any
equipment and without throwing equipment. If contact

is lost with equipment it is swept away.

If a student touches the water the whole team must start

again.
The students are acting as part of the Ngati Raupo, the
iwi of Tawharanui. They have been away warring and
are being pursued. They must cross the river with haste
to return home, however a taniwha has taken up
residence in the Matakana River. To disturb the water is
to alert the taniwha and then all will be lost, with no
chance to return home.

First Aid kit Collection

big circle is drawn and a bag placed in the middle
The circle represents swamp land or a lake that cannot
be entered. The students are lost out in the bush and
provisions have been dropped in the middle of the lake.
10
They must retrieve them to survive
15mi The students are given two ropes, long enough to reach

n
across the circle twice and elastic. They are given 5
minutes to discuss a strategy then must communicate
non-verbally to get the provisions. If they are successful
and there is time left, remove some of the equipment
and see if they can still succeed using a different method
with less tools. If they cannot succeed give them more
time to talk and strategise a new method to collect the
provisions, then go back to non-verbal.
Spare activities:
Bucket fill

Remind students of the rules of the

activity.
Let the dynamics of the group take its
course.
Encouragement of inclusion and
leadership.
Select a new leader from each group
Have two different pathways set up, one
for each group and make it a race again to
contributing to the legend of the hidden
temple.

Can again be done with two competing teams to see

who can do it the fastest.
Could be made non-verbal to make extra challenging.
Again pick a new leader.

Final activity Team who has one the most might get
a headstart on the problem?
Can modify to make it non-verbal when anyone is
touching equipment, but when all gear is dropped
they may talk again.
Pick one final leader.

Students are given a bucket/rubbish bin and must fill it using a

smaller container (running to the water and back)
However the bucket is riddled with holes. They must use the
environment or themselves to make the bucket overflow with
water.
the objective is to get a floating piece of wood or
Frog Puzzle
material to fall out of the bucket.
See http://www.hellam.net/maths2000/frogs.html
stand back and let the ideas from others make up a
solution.
These may be used if there is extra time or a team
finishes much earlier than the other team and needs
something to do while they wait.

3. Lesson Closure
10 Big group debrief
15mi Students discuss what worked and didnt, what they liked and
n
didnt. Things they would do differently.
Could be a pair and share so that there are two people
sharing their ideas and someone doesnt feel the need to hold
back as they are singled out.

Finish lesson
5min Thank students
Say what we liked (give feedback, feedforward for their
teamwork development).
Pack up

Prompting questions could be:

What did you enjoy most about this activity?
why?
What was your first impulse when given the
challenge? How did trusting your team help with
your participation?
What were some of the strategies used to help
communication in the group? (three shells)
?
What was the biggest challenge? why did you
fail or overcome the challenge?
What were some of the questions that came up?
Did you consider more than one solution?
How did you go about including everyone?
What do you think about some of the other ideas
that were tried?
If you were to try this again what might you do
differently?
How did you adapt to different situations in a
certain activity? Give an Example.
What did you learn about your group? About
yourself? How could you apply what youve
learned to studying a BPE?