Year Level

Prep (Foundation Year)

Duration

50 minutes

Unit

Manos en Acción: Object Control Lesson 2 of 10

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Learning Objectives (Victorian Curriculum HPE V2.0)

VCHPEM054 Practise fundamental movement skills in different movement sequences and situations, with some control, accuracy and coordination.

VCHPEM055 Participate in activities that use object control skills, such as balancing, stopping, and handling objects with different body parts.

Achievement Standard: By the end of Prep, students can explore and perform movement sequences using basic object control skills with increasing coordination and control.

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WALT (We Are Learning To)

• Balance different objects on various body parts.
• Control and stop objects using hands or feet.
• Demonstrate coordination in a range of object control challenges.

Success Criteria (“I can” statements)

• I can balance an object on my hand, head, or foot.
• I can stop and control objects when they roll or bounce.
• I can work safely and fairly with my classmates during games.

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Equipment

• Lightweight balls (foam or soft) — 1 per student
• Bean bags — 1 per student
• Scarves or lightweight fabric pieces — 1 per student
• Cones to define activity spaces (6–8 cones)
• Hoops (optional for challenges)
• Marker tape or chalk to mark zones on the floor

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Lesson Structure

1. Retrieval Warm-up (5–8 minutes)

Activity: “Balancing Pass” (Juego del Paso Equilibrado)

• Students pair up and pass a light ball or bean bag to each other while balancing it on one body part (e.g., hand, head, foot).
• Begin with simple hands-to-hands passing, then challenge students to balance on different body parts before passing.
• Emphasis on smooth, gentle movement and spatial awareness.

Teacher Prompt:

• “¿En qué parte del cuerpo puedes equilibrar el objeto?”
• “Can you keep it balanced while moving slowly?”

Purpose: Activate balancing and object control skills from Lesson 1.

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2. Goals (3–5 minutes)

• Display and read out the WALT and success criteria in simple terms.
• Connect explicitly to Victorian Curriculum learning outcomes.

Teacher Script:

• “Today, we are learning to balance objects on our body and stop objects moving.”
• “Our goal: I can balance an object and I can stop an object using my body.”
• Highlight importance of safety and teamwork.

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3. Learning (I Do – We Do – You Do) (12–15 minutes)

I Do (3–4 minutes)

• Teacher models balancing a bean bag on hand, head, foot. Use clear, consistent cues: “Balance, stay still, keep your eyes on the object.”
• Demonstrate stopping a rolling ball with your foot and hand. Emphasise gentle touch and control.

We Do (5–6 minutes)

• Students join teacher standing in a semicircle.
• Guided practice balancing bean bags on body parts, with teacher asking: “¿Dónde está el objeto ahora?” / “Where is the object now?” to check understanding.
• Practice stopping a softly rolled ball using flat hand or foot.

You Do (5–6 minutes)

• Students attempt balancing and stopping tasks independently or with partners on a small field marked with cones.
• Introduce a simple challenge: balance an object for 5 seconds, then stop a rolling ball inside a marked zone.

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4. Consolidation (15–20 minutes)

Game: “Stop the Object” (Detén el Objeto)

• Divide class into small groups of 4–5.
• Each group practices stopping and balancing objects in a game format:
• Roll or toss the ball softly; students try to stop it within a marked area using hand or foot.
• Practice balancing bean bags for challenges while moving between cones.
• Teacher roams to provide individual feedback and scaffold where needed.

Differentiation and Extensions:

• Support: Use larger, softer objects; allow student to balance seated if needed.
• Extension: Balance multiple objects or balance while walking slowly between cones.

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5. Show Me What You Know (5 minutes)

Activity: Partner Challenge and Share

• Students pair up and demonstrate the skills: one balances while the other stops a rolling ball.
• Prompt students to explain to partner, “I am balancing on my ____” and “I stopped the ball with my ____.”
• Quick group reflection: teacher asks, “Who can show me how to stop a rolling ball? Who can balance a bean bag on their head?”
• Reinforce success criteria: “I can balance,” “I can stop.”

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Behaviour and Safety Expectations

• Respect spaces and equipment.
• Move carefully around peers to avoid collisions.
• Use equipment safely and gently.
• Encourage kind, fair play and teamwork.

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Key Spanish Vocabulary (CLIL approach)

• equilibrar (to balance)
• detener / parar (to stop)
• objeto (object)
• mano (hand)
• pie (foot)
• cabeza (head)
• zona (zone/area)
• suave (gentle/soft)

Include Spanish vocabulary naturally in instructions and praise (e.g., “Muy bien, ¡buen equilibrio!”).

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Notes for Teachers

• Use games to maximise active time and student engagement.
• Keep cues simple, clear, and repetitive.
• Adapt challenges continuously based on student skill levels.
• Reinforce safe movement and teamwork consistently.
• This lesson builds foundational object control skills leading into more complex activities in future lessons in the unit.

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This lesson plan is designed for maximal student involvement with minimal downtime, promotes inclusion through modified equipment and tasks, and grounds learning in Victorian Curriculum standards with a bilingual, culturally responsive approach.