Rolling Together

Overview

In Lesson 6 of “Object Control Adventures”, students practise rolling a ball with control and using teamwork in short, structured peer games. This builds on earlier rolling and sharing-space skills by adding turn-taking and “my turn / your turn” cooperation.

Learning intentions

• WALT: We are learning to roll a ball towards a partner with control in a short game.
• WALT: We are learning to take turns and wait safely during peer play.
• WALT: We are learning to recognise and respond to our partner’s actions in the game.
• WALT: We are learning simple rules for fair play: stop, wait, then roll again.

Success criteria

• I can roll the ball to my partner safely.
• I can wait for my turn and take turns with a partner.
• I can look at my partner and respond when it is my turn again.
• I can use “teamwork” actions: gentle hands, sharing space, and calm body.

Curriculum links

• Personal, Social and Community Health – Health Education: Interacting with others, students engage in peer interactions through short structured activities with one peer and turn-taking.
• Personal, Social and Community Health – Health Education: Interacting with others, students respond to preferred and non-preferred actions or objects (e.g. follow game actions/rules modelled by adults).
• Achievement standard reference for Foundation B: students identify themselves and recognise some familiar people (used through partner naming and greeting in play).

Lesson structure (50 minutes)

1. 0–7 min · Retrieval warm-up (Roll & Stop). Teacher sets a simple line course: students roll a ball 1–2 metres to a cone, then freeze. Students do 2–3 rolls, “Roll…Stop!” on cue, reinforcing control and listening.

2. 7–10 min · Goals + safety + Spanish cueing. Teacher says WALT and shows success criteria on a simple chart: “Roll to partner”, “Turn-taking”, “Safe waiting”. Teacher models: “Mi turno / Tu turno” and “Empieza / Parar” (Start / Stop) with a demonstration. Students repeat key phrases and one safety rule: “Gentle roll, feet behind the line.”

3. 10–18 min · I Do (Model: gentle push, eyes on partner). Teacher demonstrates correct rolling: two hands on ball, slight bend, gentle push, eyes on target. Teacher models turn-taking with a partner pair: partner A rolls, partner B returns, then they switch. Students practise only the motion (no chasing), staying behind the rolling line.

4. 18–28 min · We Do (Guided pair game: Roll & Return). Teacher pairs students and explains the game structure:

• Step 1: A rolls to target (partner’s hands/marker).
• Step 2: B returns the ball.
• Step 3: switch “my turn / your turn”. Teacher roams and uses quick checks: “Where are your eyes?” “Whose turn is it?” Students take turns with teacher support; teacher adds a visual timer cue to keep pace.

5. 28–43 min · You Do (Game-based small groups: Rolling Relay Circles). Setup: 4–5 circles per space, each circle has 4–5 students with 1 ball per circle. Rules (simple and repeated):

• Roll to the next person in the circle (clockwise).
• When you receive, you roll immediately to the next.
• If you miss, you go to the ball, return it to your circle spot, and try again (no running through others). Teacher runs “freeze reteach” once mid-way if needed, then students continue with fewer reminders. Teacher differentiates by distance and target size (cone vs hoop).

6. 43–48 min · Show Me What You Know (Peer explanation). Students choose a partner and quickly show 1 time: “I roll to my partner.” Partner watches and then says one success criterion: “Turn-taking” or “Roll to partner”. Teacher listens for key behaviours and gives immediate feedback.

7. 48–50 min · Reflection (quick whole-class). Teacher asks: “What helps teamwork?” Students answer with one action word (e.g. wait, share space, gentle roll) and finish with one calm breathing reset.

Resources

• Soft balls (1 per small group), plus extra spare balls
• Cones or floor markers for rolling line and target points
• Hoops or spot markers (targets of different sizes)
• Visual timer (optional)
• Coloured bibs or wristbands (optional for identifying partners)
• Simple success criteria chart with icons
• Space plan (tape lines) for safe boundaries

Assessment

• Teacher checklist during pair games: rolling accuracy (towards partner/target), safe waiting, and turn-taking.
• Observational “success talk” at Show Me What You Know: student can name or demonstrate one rule for teamwork.
• Quick end-of-lesson feedback: students show thumbs-up for “I waited for my turn” and “I rolled to my partner”.

Differentiation

• Support: reduce distance (0.5–1 metre), use a hoop/large cone target, allow one extra cue (“eyes on target”), and provide a visual “my turn/your turn” card for some students.
• Support with communication: permit pointing or partner hand-over-hand modelling for turn-taking cues; teacher uses consistent phrases (“Mi turno / Tu turno”).
• Modified equipment: use lighter, softer balls for students needing easier control; use two smaller balls instead of one if ball handling is difficult.
• Extension: increase distance (1.5–2.5 metres), require rolling under a low taped “gate” line, or add a challenge to roll so it stays on the “safe path” between markers.
• Inclusion/safety: clear boundaries and “no running for balls”—collect by returning to spot; teacher positions themselves near higher-risk areas.

Consolidation adjustments (for “Object Control Adventures” progression)

• Keep the same game structure across the unit: roll → return → turn-taking, with increasing distance/target challenge each lesson.