Dynamic Throw Catch

Overview

Lesson 4 of 10 builds on the unit “Object Control Adventures” by adding movement to throwing and catching. Students practise throwing and catching while running, focusing on body control and spatial awareness in a safe, fair, and inclusive way.

Learning intentions

• Students will locate and use body parts to control throwing and catching actions while moving (arms, eyes, hands, feet).
• Students will practise throwing and catching with a moving start and stop, showing awareness of space.
• Students will respond to body movement cues and simple instructions using key body-skill vocabulary.
• Students will recognise that their body can change with movement (balance, speed, posture).

Success criteria

• I can throw underarm and catch with two hands after moving.
• I can run to a space, stop safely, and keep my eyes on the object.
• I can use my body to stay balanced (quiet feet/steady body) before and after I catch.
• I can follow safety rules: I keep space, I don’t throw at people, and I wait my turn.

Curriculum links

• VC2HPFAP02: Students respond as body parts move and are named (e.g., arms/hands/eyes during throwing and catching).
• VC2HPFCP02: Students locate parts of the body and recognise some changes to the body with movement (balance and body posture).
• VC2HPFAP03: Students attend to peer actions/sounds during activities (noticing when the “next” throw happens in the game).

Lesson structure (50 minutes)

1. 0–7 min · Retrieval warm-up (Go, Stop, Ready). Teacher sets up “lanes” with floor markers and models: run 2 steps, stop, freeze “ready”. Students practise the same routine while repeating key cues: “ojos/eyes on ball”, “manos/hands ready”, “quieto/stop”.

2. 7–12 min · Goals + safety + quick check. Teacher states WALT: “WALT practise throwing and catching while running safely.” Students repeat and choose gestures for each “I can” success criterion. Teacher teaches/recaps 3 safety rules with visuals: space (stay in your lane), no throwing at people, wait for your turn. Quick check: teacher calls “freeze” and students freeze in a balanced pose (teacher checks posture).

3. 12–20 min · I Do (model + cues). Teacher demonstrates in slow motion:

• Step-run to a cone, stop with feet apart, knees soft.
• Hold object in two hands (or “ready hands”).
• Look with eyes (“ojos”) at target/catcher.
• Throw underarm forward.
• Catch with two hands to the body, then freeze. Teacher asks: “Where are your eyes?” “Hands—ready or not?” Students point/tell using gestures or simple words.

4. 20–28 min · We Do (guided practice in pairs). With teacher-led counting, pairs practise 3-step routine: run (3 steps) → stop at cone → throw underarm to partner → partner catches → both freeze. Teacher circles to prompt body control: “quiet feet”, “soft knees”, “catch close to your chest”. Students attempt the sequence with reduced distance first.

5. 28–41 min · You Do (game-based: Safe Catch Chase). Setup: 4 mini-zones (lanes). Each zone has one thrower/one catcher at a time, with spare balls for quick resets.

• Teacher explains the game: “Run to your spot, throw to your partner, catch, freeze.”
• Students play in rotations (teacher uses a timer).
• Teacher roams for feedback using 1–2 key cues per group: “eyes”, “two hands”, “stop safely”.
• Reteach moment if needed (30–45 sec): stop game, demonstrate one correct catch (two hands, to body), then restart.

Support during game: shorter throw distance, larger balls (foam), using 1–2 steps instead of running. Extension during game: increase distance by 1 cone, add a small side-step before the stop, or catch while standing on one foot briefly before freezing.

6. 41–46 min · Show Me What You Know (micro-performance + peer explanation). Students complete one “best try” rotation: throw → catch → freeze. Then with a partner, one student shows the gesture for “eyes on ball” and the partner says/gestures what they saw. Teacher listens for key success criteria language (could be gestures, single words, or Spanish/English mix).

7. 46–50 min · Consolidation + reflection (calm bodies). Teacher leads “Body Changes” discussion: “After running and catching, what feels different?” Students respond with gestures/choices (e.g., fast breathing, wobbly legs, tired arms) while doing a short breathing reset. Teacher celebrates effort and safe teamwork.

Resources

• Soft foam balls (varied sizes) or beanbags
• Cones and floor markers/tape for lanes and zones
• Visual safety posters (Space / Wait / Not at people)
• Timer or sand timer
• Optional: large bib/vests for “thrower” role identification
• Clipboards or simple observation checklist (teacher)

Assessment

• Teacher checklist during guided practice: underarm throw direction, two-hand catch, safe stop/balance.
• Observation in game: students keep eyes on ball and follow turn-taking and space rules.
• Quick exit reflection: teacher asks “What do your eyes do?” and students respond with gesture/one word (eyes on ball).

Differentiation

• Support/scaffolds: smaller target distance, larger ball, reduced steps (walk then throw), extra cue cards at cones (“eyes”, “two hands”, “stop”).
• Communication options: allow Spanish gestures and single-word responses; partner modelling for students needing language support.
• Behaviour/wellbeing: clear “freeze” routine practised in warm-up; rotation chart to reduce waiting.
• Extension: greater distance, faster run-to-stop (within safety), or “challenge catch” (catch then step back and freeze).
• Inclusion: allow adapted roles (catch-only first, then throw) and ensure each student has a turn in every rotation.