erindicamilloe-port2011.weebly.com · Web viewErin DiCamillo. Elementary Unit Plan. Basketball/Ball Handling Skills. April 2, 2013. General Information

Erin DiCamilloElementary Unit Plan

Basketball/Ball Handling SkillsApril 2, 2013

General Information

The unit plan developed throughout this semester is designed in accordance to the SPARK Health and Physical Education Curriculum Model. The plan pans out lessons for elementary students from grades Pre-K through 4th grade that teach the students ball handling skills and object manipulation as well as the skills needed for the sport of basketball. In addition, the students attend physical education two to three times within a 7-day cycle rotation depending on their class schedule. The classes that have physical education a third time in a cycle have “extra p.e.” which is the game day lesson. The unit will pan out over 2 cycles and each class will experience 5 lessons. The first two lessons incorporate skills as well as free time to use the skills how the students please and the third lesson is a “game-day” where a game is played during the duration of class that incorporates all of the skills learned throughout the cycle.

Furthermore, the Pre-K students engage in lessons titled “Hold It, Catch It”. Throughout these lessons the students work on object manipulation as well as exploration of how to use a ball. Rolling, balancing, tossing, and catching are skills that are emphasized during these lessons. In addition, the Pre-K students work on moving with the ball such as holding the ball and moving in various locomotor patterns without losing control of the ball. The kindergarten through 2nd grade students are engaging in lessons titled “Having A Ball”. These lessons incorporate much of the same skills emphasized in the Pre-K lessons but also work on tossing and catching with a partner as wells as the first stages of dribbling techniques using the “bounce and catch” exercises. In continuation, the 3rd and 4th grade students are engaged in lessons titled “Basketball Skills”. These students are incorporating all of the ball manipulation exercises and putting them together using basketballs to learn the skills of shooting, dribbling using one hand, defense, and also controlled passing. The key focus in all of the lessons throughout the unit is CONTROL. The students are to work on keeping the ball under control and within their own personal space without letting the ball go all throughout the gymnasium.

In addition the approximate number of students in a class range from 20-25 for 1st through 4th grade and 12-15 for Pre-K. Each class for 1st through 4th grade students is 45 minutes in length, leaving the last 5 minutes for a cool-down exercise, closure and time to get drinks. The Pre-K classes are 30 minutes in length and the last 5 minutes are also used for a cool-down exercise, closure and drink time. In conclusion, the Pre-K through 4th grade students are engaging in a basketball/ball handling skills unit that is compiled of 5 lessons that show progression of skills. The classes meet 2-3 times a cycle (the third class will be built in to one of the 2 rotation cycles of the unit) with the final lesson being a game day incorporating all of the skills compiled throughout the unit.

State And National Standards

State Standards

10.4.3.A-Identify and engage in physical activities that promote physical fitness and health.

10.4.3.D- Identify likes and dislikes related to participation in physical activities.

10.4.3.E- Identify reasons why regular participation in physical activities improves motor skills.

10.4.3.F- Recognize and use basic movement skills and concepts.

10.4.6.A- Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

10.5.3.C- Know the functions of practice.

10.5.3.E-Know and describe scientific principles that affect movement and skills using appropriate vocabulary.

10.5.6.F-Identify and apply game strategies to basic games and physical activities.

National Standards

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Goals/Objectives

Psychomotor Objectives (Pre-K to 2nd Grade) (TSW = The students will…) TSW demonstrate control while manipulating the various ball types by keeping the ball in

their self-space for 75% of the class time. 10.4.3.A, 10.4.3.F, 10.5.3.C, 10.5.3.E, S1, S2, S3, S4 TSW demonstrate proper technique for passing, dribbling, and shooting 75% of the class

period. 10.4.3.A, 10.4.3.F, 10.5.3.C, 10.5.3.E, S1, S2, S3, S4 TSW demonstrate proper technique rolling and tossing a ball 75% of the class period.

10.4.3.A, 10.4.3.F, 10.5.3.C, 10.5.3.E, S1, S2, S3, S4 TSW demonstrate proper technique for throwing a ball overhand at least 75% of the class

period. 10.4.3.A, 10.4.3.F, 10.5.3.C, 10.5.3.E, S1, S2, S3, S4 TSW demonstrate the proper technique for throwing a ball by stepping with their opposite

foot and following through at least 75% of the class time. 10.4.3.A, 10.4.3.F, 10.5.3.C, 10.5.3.E, S1, S2, S3, S4

Psychomotor Objectives (3rd-4th Grade) TSW demonstrate the proper technique for the basketball set-shot by using the cues “BEEF”

and “Rainbow Arc” at least 75% of the class time. 10.4.3.D, 10.4.3.F, 10.4.5.A, 10.5.3.C, 10.5.6.F, S1, S2, S3, S4

TSW demonstrate the proper technique for dribbling by using their finger pads, keeping their head up, and keeping the ball waist high 75% of the class time. 10.4.3.D, 10.4.3.F, 10.4.5.A, 10.5.3.C, 10.5.6.F, S1, S2, S3, S4

TSW demonstrate the proper technique for the defensive stance as well as the chest and bounce pass by keeping their knees bent, head up, thumbs down, and pinkies up at least 75% of the class time. 10.4.3.D, 10.4.3.F, 10.4.5.A, 10.5.3.C, 10.5.6.F, S1, S2, S3, S4

TSW demonstrate the proper technique for the basketball set shot, dribbling, and passing at least 75% of the class time. 10.4.3.D, 10.4.3.F, 10.4.5.A, 10.5.3.C, 10.5.6.F, S1, S2, S3, S4

TSW demonstrate the proper technique for throwing a ball by stepping with their opposite foot and following through at least 75% of the class time. 10.4.3.D, 10.4.3.F, 10.4.5.A, 10.5.3.C, 10.5.6.F, S1, S2, S3, S4

Cognitive Objectives (Pre-K to 2nd Grade) TSW identify two different body parts that they can balance the ball on. 10.4.3.A, 10.4.3.F, S2 TSW identify two different ways they used the sparkle balls that day. 10.4.3.A, 10.4.3.F, S2 TSW identify two different body parts that they can move the ball around using controlled

ball handling skills. 10.4.3.A, 10.4.3.F, S2 TSW name the cues aloud for passing, dribbling, and shooting at least 3 times throughout

the lesson. 10.4.3.A, 10.4.3.F, S2 TSW name the cues aloud for rolling and tossing a ball at least 3 times throughout the

lesson. 10.4.3.A, 10.4.3.F, S2 TSW name the cues aloud for throwing a ball overhand at least 3 times throughout the

lesson. 10.4.3.A, 10.4.3.F, S2 TSW identify the correct cues for throwing a ball by naming the cues step with the opposite

foot and follow through out loud at least 2 times. 10.4.3.A, 10.4.3.F, S2

Goals/Objectives Continued…

Cognitive Objectives (3rd-4th Grade) TSW name the cues aloud for passing, dribbling, and shooting at least 3 times throughout

the lesson. 10.4.3.D, 10.4.3.F, 10.4.6.A, 10.5.3.C, 10.5.3.E, S2 TSW verbally state the cues for dribbling (finger pads, head up, waist) at least 3 times

throughout the lesson. 10.4.3.D, 10.4.3.F, 10.4.6.A, 10.5.3.C, 10.5.3.E, S2 TSW verbally state the cues for the defensive stance and the chest/bounce passes at least 3

times throughout the lesson. 10.4.3.D, 10.4.3.F, 10.4.6.A, 10.5.3.C, 10.5.3.E, S2 TSW verbally state the cues for the basketball set-shot and the chest/bounce passes at least

3 times throughout the lesson. 10.4.3.D, 10.4.3.F, 10.4.6.A, 10.5.3.C, 10.5.3.E, S2 TSW identify the correct cues for throwing a ball by naming the cues step with the opposite

foot and follow through out loud at least 2 times. 10.4.3.D, 10.4.3.F, 10.4.6.A, 10.5.3.C, 10.5.3.E, S2

Affective Objective (Pre-K-4th Grade) TSW demonstrate teamwork and communication skills by using appropriate language,

encouraging their peers to succeed and also by respecting other’s ball handling skills for the duration of the entire class period. 10.4.3.D, S5, S6

Space/Equipment/Safety

Space

The facility used for this Pre-K through 4th grade ball handling and basketball unit is a quarter of a gymnasium. One half of the gymnasium is used for the cafeteria and since there are 2 physical education classes going on at once, the other half of the gymnasium is divided in two by a curtain. The space is small but with improvisation, the units run smoothly and efficiently. The gymnasium floor has taped “X’s” on it and those “X’s” are used as a point of reference for students to find a self-space. In addition there are also many “lines” on the floor that are used as points to practice shooting against the wall, distances for passing, etc. Even though the space is small, there is ample amount of space for students to practice, because they also have the partition dividing the gymnasium in half to be used as a practice space for shooting and passing.

Equipment

Different equipment is used for the different grades participating in the unit.

Pre-K Sparkle Balls (20) Fluff Balls (20) Pinnies (2) Poly Spots (12)

K-2nd Grade Foam Balls (25) Poly Spots (12) Hula Hoops (2) Gator Balls (25) Rubber Balls (5) Sparkle Balls (25) Pinnies (4) Colored Cones (6) Small Swimming Pool Hoops (2) Jump Ropes (25)

3rd-4th Grade Basketballs (25) Foam Balls (25) Numbered Poly Spots (#1-#6) Basketball Hoops (2) Pinnies (2) Cones (6) Poly Spots (12)

Space/Equipment/Safety Continued…

Extra P.E Class Gator Balls (16)

Hula Hoops (24) Bowling Pins (6)

Safety Considerations/Protocols

Pre-K Make sure all shoes are tied to prevent falls. Clear playing space of debris/equipment that may cause injury. No throwing the balls at other students (2 warnings, 3rd time = time in the corner). Be respectful of all equipment (no picking, standing/sitting on the balls). Do not touch/hang on the curtain. No screaming. Ask permission before drinks/bathroom. No talking while the teacher is talking.

K-2 Make sure all shoes are tied to prevent falls. Clear playing space of debris/equipment that may cause injury. No throwing the balls at other students (2 warnings, 3rd time = time in the corner). Be respectful of all equipment (no picking, standing/sitting on the balls). Do not touch/hang on the curtain. Practice in your own self-space Be sure there is no one under the basket when attempting to shoot at the hoop. Ask permission before drinks/bathroom. Keep control of the ball/your body. Be sure that your partner is ready before throwing. Be alert and cautious. No talking while the teacher is talking.

3-4 Make sure all shoes are tied to prevent falls. Clear playing space of debris/equipment that may cause injury. No throwing the balls at other students (2 warnings, 3rd time = time in the corner). Be respectful of all equipment (no picking, standing/sitting on the balls). Do not touch/hang on the curtain. No long distance shots. No talking while the teacher is talking/ask permission for drinks/bathroom.

TAES Physical EducationGrade: Pre-K Lesson: 1 Unit: Hold It. Catch It.Objectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate control while manipulating the various ball

types by keeping the ball in their self-space for 75% of the class time. Cognitive – TSW identify two different body parts that they can balance the

ball on. Affective – TSW demonstrate teamwork and communication skills by using

appropriate language, encouraging their peers to succeed and also by respecting other’s ball handling skills for the duration of the entire class period.

Teacher – TTW provide specific and congruent feedback to at least 6 students by the end of the class period.

Procedure:

Instant Activity: Red Light Green Light- As the students enter the gymnasium they will warm-up by playing a game of “Red Light Green Light”. Students will begin by lining up on the blue-yellow line. When the teacher says “Green light” the students are too move in a locomotor pattern of their choice (except running) towards the white line. If the teacher says “Red Light” students are to STOP. If students are caught moving they will have to restart. Students are only moving when the teacher says “Green Light”. Set Induction:-Today we will be playing with the sparkle balls!? Who is excited to play

with these neat and shiny pieces of equipment? I know I am.

Skill Activity:Instruct the students to find their own self-space with the ball that they

retrieved after the IA. (Should not be able to touch another student).

1. Ball ExplorationInstruct the students to sit in front of you. Address that they will be

working with the sparkle balls and are not to throw them at other students, sit on them, or kick them. Once they receive a ball they are to go to a green “X” and play with the ball in their own space and show the teacher different and neat things they can do with the ball.

2. Ball TaskarooInstruct the students to hold the ball and put it in the ball garage. Tell

them that the teacher is now going to tell them different ways to hold/balance the ball on their bodies. They are to keep their ears and eyes open and listening.

Can You…-Hold the ball and twist from side to side?-Reach the ball high above your head? Bend down and touch the ball to

your feet?-Swing the ball from side to side?Can You…-Balance the ball on the top of your hand? Inside of your elbow? Top of

your foot?

Can You…-Walk around the gym holding the ball without dropping it? Only holding the ball in one hand?-Hop around the gym holding the ball without dropping it? Hopping while holding the ball above your head?

Focus: concept and skills to emphasizeBall HandlingBouncingCatchingHand-Eye CoordinationBody Part Identification

Materials/Equipment:Sparkle BallsJump RopesCones

PA HPE Standard(s) Addressed:10.4.3.A-Identify and engage in physical activities that promote physical fitness and health.10.4.3.D- Identify likes and dislikes related to participation in physical activities.10.4.3.E- Identify reasons why regular participation in physical activities improves motor skills.10.5.3.C- Know the functions of practice.10.5.3.E-Know and describe scientific principles that affect movement and skills using appropriate vocabulary.Bloom’s TaxonomyKnowledge AnalysisComprehension SynthesisApplication Evaluation


- Make sure all shoes are tied to prevent falls.

- Clear playing space of debris/equipment that may cause injury.

- No throwing the balls at other students (2 warnings, 3rd time = time in the corner).

- Be respectful of all equipment (no picking, standing/sitting on the balls).

- Do not touch/hang on the curtain.

- No screaming.Assessment Teacher Observation (informal) Checking For Understanding

(informal)

-Stand on one foot and touch the ball to the ground? With two hands? With one hand?-Challenges: How long can you balance the ball on the body part asked?-TBI: Allow students to choose the type of ball in which they work with.-INV: Adapt the balancing activities to have the students hold the ball instead of balancing it.

3. Free Time-Students are now given the time to play with the sparkle balls as they wish. They may shoot at the hoops, throw against the wall, roll with a partner, etc. They may not sit on, kick, or throw the balls at others.

3. Litter Bug (equipment collection)-Students are each a member of the litter police and are to pick up at least 1 piece of equipment and place it in the ball bag when the teacher says “ready set clean”.-Once they are finished, the students are to sit on the line instructed by the teacher.

4. Closure- While the students are gathered on the line instructed to go to ask the students to name different body parts that they used today while working with the ball. Scaffold the next lesson by providing anintroduction to the partner activities they will be completing next class such as moving the ball in different ways around the body as well as a neat game!

TAES Physical EducationGrade: Pre-K Lesson: 2 Unit: Hold It. Catch It.Objectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate control while manipulating the various ball

types by keeping the ball in their self-space for 75% of the class time. Cognitive – TSW identify two different ways they used the sparkle balls that

day. Affective – TSW demonstrate teamwork and communication skills by using


Teacher – TTW provide specific and congruent feedback to at least 6 students by the end of the class period.

Procedure:

Instant Activity: Squished Ant Tag- Two students will be chosen as the swatters and wear a pinnie. The remainder of the students are an army of ants. If an ant gets tagged by a swatter, he/she lies on their back with their feet and hands up in the air. They are known as a squished ant. If one of their ant friends gives them a high five, they are allowed back in the game. Make sure students safely lie down and not fall in order to prevent injury. Set Induction:-How was everyone’s Easter? Did you get a lot of candy? What’s your

favorite? Make sure to go to the dentist so you don’t get cavities!

Skill Activity:

1. Ball ExplorationInstruct the students to sit in front of you. Address that they will be

working with the sparkle balls and are not to throw them at other students, sit on them, or kick them. Once they receive a ball they are to go to a green “X” and wait until the teacher says “Go”. Their ball is to be in the ball garage until the “Go” signal. Students will now have time to see the different ways in which they can move around the space using the ball (leap, jump, skip, crawl, etc.) NO shooting at the hoops at this time.

2. Ball TaskarooInstruct the students to hold the ball and put it in the ball garage. Tell

them that the teacher is now going to tell them different ways to use the balls. They are to keep their ears and eyes open and listening.

Can You…-Jump up and down with the ball squeezed between your knees?-Keep both hands on the ball while you sit down and stand up.Can You…-Make a bridge and keep your ball under your bridge without touching

it?-Can you lift one leg up? How about one arm? Balance on one arm and

one leg?-Cues: “Captain Control”-Challenges: How long can you jump up and down with the ball

between your knees without it falling out?-TBI Allow students to choose ball type.-INV: Different balance points.

3. Clean Your Room

Focus: concept and skills to emphasizeBall HandlingBouncingCatchingHand-Eye CoordinationBody Part Identification

Materials/Equipment:Sparkle BallsFluff BallsPinniesPoly Spots








- No screaming.Assessment Teacher Observation (informal) Checking For Understanding

(informal)

-Split the class into 2 even teams. One team will go to one side of the mid-court line and the other to the opposite side. Fluff balls will be placed across the midline (Not to be touched until teacher says “Go”).

-2 teams on opposite sides.-The object of the game is to have the least amount of balls in your “room” (side) at the end of the 2-minute period.-Students can only toss or roll the balls to the other side (no kicking).-Students may not cross the mid-line; if they do one ball will be added to their side at the end of the game for each occurrence. -At the end of the 2-minute period the balls on each side are counted up and the side with the least amount receives the “cleanest room in the house award!”-Challenges: Set a team goal for a maximum number of balls that you will allow to be on your side at the end.-TBI: Allow the students to roll or toss the ball to the other side.-INV: Mix the sides up if one team wins the award multiple times.


4. Closure- While the students are gathered on the line instructed to go to ask the students to name different ways that they moved the ball around their bodies.

TAES Physical EducationGrade: K-2 Lesson: 1 Unit: Having A BallObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate control while manipulating the various ball

types by keeping the ball in their self-space for 75% of the class time. Cognitive – TSW identify two different body parts that they can move the

ball around using controlled ball handling skills. Affective – TSW demonstrate teamwork and communication skills by using


Teacher – TTW address protocols and safety considerations at the start of the lesson and be consistent in enforcing consequences for inappropriate behavior.

Procedure:

Instant Activity: Miss D. Says- As the students enter the gymnasium they will warm-up by playing a game of “Miss D. Says”. Similar to “Simon Says” the students will perform fitness exercises such as jumping jacks, hopping on one foot, stretches, running in place, etc. whenever they hear “Miss D. says…” The final cue will be “Miss D. says walk quietly over and choose a ball of your choice and find your own self-space in the gym.” This will transition the students into the first activity.

Set Induction:-Today we will begin ball-handling games! What games do you like to

play that use different types of balls?

Skill Activity:Instruct the students to find their own self-space with the ball that they

retrieved after the IA. (Should not be able to touch another student).1. Toss It, Bounce ItCan you hold the ball…-Toss the ball in the air and catch it twice in a row? 3 times? 5 times?

Don’t let the ball hit the ground. -Bounce the ball under each leg and catch it? Try the other leg.-Bounce the ball between your legs and catch it behind you? Bounce

the ball between your legs from behind and catch it in front?-Challenges: See how many times you can toss the ball in the air and

catch it in a row in 1 minute. See how many times you can bounce the ball under one of your legs and maintain control of it.

-TBI: Allow students to choose the type of ball to work with as well as how high to toss the ball in the air.

-INV: Suggest that students that are excelling rapidly to toss the ball up to a higher level or try the activity with a smaller ball. Provide students with lower abilities to use a larger ball and also toss the ball closer to their body.

2. I Like To Move It, Move ItCan you…-Move within the general space while bouncing and catching the ball to

you using 2 hands (without bumping into/touching anyone)?-Bounce and catch the ball while moving at a high level/low level? -Bounce the ball moving at slow/fast speed?

-Challenges: See if you can change back and forth between a high level and a low level while bouncing the ball.-TBI: Allow students to choose the type of ball to work with as well as the speed at which they complete the activity.-INV: Adapt the activity to fit the student’s abilities by allowing students to bounce the ball with one hand and catch with two or catch with one hand as well as completing the bounce activities while stationary.

Focus: concept and skills to emphasizeObject ManipulationHand-Eye CoordinationSpatial AwarenessCooperative Behavior








- Practice in your own self-space.Assessment

Teacher Observation (informal) Self Assessment Sheet (Formal)

How long can you bounce and catch while moving without losing control?

Materials/Equipment:Foam Balls Poly SpotsHula HoopsCage Ball

3. Clean Your RoomInstruct students to find a partner and stand next to them. Have one partner go to one side of the mid-court line and the other to the opposite side. Then instruct all students to place their ball on the mid-court line and then return to their assigned sides.-2 teams on opposite sides.-The object of the game is to have the least amount of balls in your “room” (side) at the end of the 2-minute period.-Students can only toss or roll the balls to the other side (no kicking).-Students may not cross the mid-line; if they do one ball will be added to their side at the end of the game for each occurrence. -At the end of the 2-minute period the balls on each side are counted up and the side with the least amount receives the “cleanest room in the house award!”-Challenges: Set a team goal for a maximum number of balls that you will allow to be on your side at the end.-TBI: Allow the students to roll or toss the ball to the other side.-INV: Mix the sides up if one team wins the award multiple times.


4. Closure- While the students are gathered on the line instructed to go to ask the students to name different body parts that they used today while working with the ball. Scaffold the next lesson by providing anintroduction to the basketball skills that will be addressed in the next lesson.

TAES Physical Education

Grade: K-2 Lesson: 2 Unit: Having A BallObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate proper technique for passing, dribbling, and shooting 75% of the class period. Cognitive – TSW name the cues aloud for passing, dribbling, and shooting at least 3 times throughout the lesson. Affective – TSW demonstrate teamwork and communication skills by using appropriate language, encouraging their peers

to succeed and also by respecting other’s ball handling skills for the duration of the entire class period. Teacher – TTW provide specific and congruent feedback to at least 10 students throughout the duration of the lesson.

Procedure:

Instant Activity: Fitness Freeze Tag (Stretches)- As the students enter the gymnasium they will warm-up by playing a game of “Fitness Freeze Tag”. Fitness Freeze Tag begins with 2 students who are “it”. The students that remain are to run around the general space trying not to get tagged. If a student gets tagged, he/she is to “freeze” but instead of just staying still, he/she will perform a stretching exercise. After 2 minutes have the students who are “it” choose 2 new students to be “it” (boy and girl).

Set Induction:-Who likes the movie Space Jam!? Can anyone tell me what sport they play in that movie?

Skill Activity:Instruct the students to quickly find a partner and have one of the partners retrieve a ball and the other partner

find an “X”. The partner that retrieved the ball will join his/her partner once a ball is chosen. Emphasize to keep the ball in the garage and no talking while demonstrations and instructions are given.

1. Partner Bounce and Catch-When I say go, bounce pass the ball back and forth with your partner. If you bounce the ball a little past half

way to your partner, it should bounce right in their hands.-Now try passing the ball to your partner without the ball bouncing (chest pass).-Cues (Passing): “Thumbs down”, “Fingers point”, “Step with opposite foot” -Cues (Catching): “Window” (high above chest), “Pinkies together” (below waist).-Challenges: See if you can pass back and forth with your partner while saying the different letters of the

alphabet. See how many good passes/catches you and your partner can do without dropping the ball.-TBI: Allow students to choose the type of ball to work with as well as how far apart they stand from their

partner.-INV: Move students a closer or farther distance from their partner depending on ability level. Provide students

with a bigger or smaller ball to use.

Instruct the students who do not have a ball to retrieve one and then have all students find their own self-space in the gymnasium.

2. Basketball Skills (Dribbling)-When I say go, practice dribbling in your own self-space with the hand you hold a pencil with. -Now try dribbling around the general space while walking in different paths.-Cues: “Finger Pads”, “Head Up”, “Waist High”-Challenges: Can you practice dribbling with the hand you don’t write with? How long can you dribble without losing control of the ball?-TBI: Allow students to choose the type of ball to use as well as which hand to dribble with for the challenge.-INV: Have students use a larger or smaller ball depending on success rate/ability level. Suggest that students remain practicing in self-space if they are having difficulty keeping control while moving and dribbling.

Instruct all students to bring it in around you with 2 blows of the whistle. Ask that all students hold the ball in the ball garage (between feet).

3. BEEF Shooting-Practice shooting the ball up to the silver line on the wall using two hands. Can you do it with one hand?-Cues: “BEEF” (Balance, elbow, eyes on target, follow through), “Pizza Platter”, “Rainbow”


10.4.3.D- Identify likes and dislikes related to participation in physical


Make sure all shoes are tied to

debris/equipment that may cause

No throwing the balls at other time =

Be respectful of all equipment (no picking, standing/sitting on the

Do not touch/hang on the curtain.Practice in your own self-space.Be sure there is no one under the basket when attempting to shoot

-Challenges: How many times in a row can you shoot the ball above the silver line on the wall? How many times in a row can you shoot the ball above the silver line on the wall using one hand? (silver line = basket).-TBI: Allow students to shoot using two hands (not beef technique) if needed to be successful. Also allow students to choose ball type.-INV: Students who are shooting more line-drive type shots, have them practice shooting the ball up to themselves to work on getting the “rainbow arc”.

Instruct all students to “FREEZE” and have a seat in their self-space. Explain that for the remainder of class they can either shoot around or practice the skills learned in class.

4. Shoot Around-Students have the option to practice shooting at the basketball hoops, practice shooting against the wall or into the hula-hoops (rainbow arc practice) as well as practice passing with a partner/dribbling. -Students can choose which activity they would like to practice but must remain engaged and not sit around.

5. Closure-Instruct all students to carefully put away all balls and then have a seat on the white line. Check for understanding by having the students name some of the cues for passing, dribbling, and shooting. Also have the students demonstrate with their bodies the correct technique for the skills listed above. Scaffold the next lesson by addressing that the next unit will consist of a variety of scooter games and activities.


Grade: K-2 Lesson: 3 Unit: Having A BallObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate proper technique rolling and tossing a ball 75% of the class period. Cognitive – TSW name the cues aloud for rolling and tossing a ball at least 3 times throughout the lesson. Affective – TSW demonstrate teamwork and communication skills by using appropriate language, encouraging their peers

to succeed and also by respecting other’s ball handling skills for the duration of the entire class period. Teacher – TTW call the students in to provide directions and instructions instead of yelling across the gymnasium.

Procedure:

Instant Activity: (Robot Tag)- Choose 2 well-behaved students to be the “evil toy makers” and 2 other well-behaved students to be the “good fairies”. These 4 students wear pinnies. On the “go signal” the remainder of the students move about the general space. If a student gets tagged by an “evil toy maker” than he/she must walk around like a robot. Students tagged by an evil toy maker may continue the game normally after being tagged by the “good fairies”. Switch evil toy makers and fairies periodically.

Set Induction:-Who likes bright colors and sparkles!? Today we get to work with your favorite sparkle balls!

Skill Activity:Instruct the students to find a partner and then stand on a green “X”. Then instruct one of the partners to

retrieve a ball for the pair. 1. Partner Roll and Catch-Sit/Roll: Sit with legs in a “V” and roll the ball with control to your partner.

-Now practice rolling the ball to your partner while standing up, like in bowling. Stand across from your partner in a straddle position approximately (3 big steps apart) and aim between your partner’s feet. Start this exercise by rolling the ball using 2 hands. Release the ball when your arms are pointing towards your partner and when the ball is just above the ground so it does not bounce.

-Cues (Rolling): “Knees Bent”, “Tick Tock Release”, “Step with opposite foot”, “Follow Through”-Cues (Catching): “Eyes on ball”, “In front of Ball”, “Knees bent”, “Pull to chest”-Challenges: How many catches can you and your partner make in a row? Set a goal for yourselves before you

start? Stand with your legs wide apart like a triangle. Try and roll the ball between your partner’s legs to score a goal and try to stop your partner’s rolls. How many goals can you score in a row?

-TBI: Allow students to choose the type of ball to work with as well as how far apart they stand from their partner.

-INV: Move students a closer or farther distance from their partner depending on ability level. Provide students with a bigger or smaller ball to use.

2. Partner Toss and CatchInstruct the students to “bring it in” and view the demonstration of the next activity as well as a catch review.

*”Pinkies Together (Below the waist)*”Window” (Above chest)

Then instruct the partner pairs to have one student stand on the white line and the other partner on the blue poly spot across from him/her.-Practice throwing the ball to your partner without a bounce in between. Make sure your throws are soft and easy to catch. Aim for your partner’s hands and be ready to move your feet to receive a pass.-Now make a target for your partner to throw at and change it up each time he/she throws. -Cues (2-Hand Underhand Toss): “Knees Bent”, “Below Waist” “Raise and Release”-Cues (1-Hand Underhand Toss): “Tick Tock Release”, “Step With Opposite Foot”, “Step To Target”-Cues: (2-Hand Overhead Throw): “Sides of Ball”, “Arms to Target”-Cues (1-Hand Overhead Throw Baseball): “Side to target”, “Ear”, “Feet apart”, “Step with your opposite foot”-Challenges: How many pass/catches in a row can you and your partner make? Try throwing/tossing with your other hand (non-writing hand).-TBI: Allow students to choose the type of ball to use as well as which hand to throw with. Allow students to practice whichever types of passes they choose.







Be respectful of equipment (no picking, standing/sitting on the

Keep Control of the ball/your

Be sure that your partner is ready

Teacher Observation (informal)

-INV: Have students use a larger or smaller ball depending on success rate/ability level. Suggest that some pairs move closer or further apart depending on their success rate at maintaining control of the passes/catches.

3. Closure/Down-Instruct all students to carefully put away all balls and then have a seat on the white line. Check for understanding by having the students name some of the cues for tossing/throwing a ball with a partner. Also have the students demonstrate these cues physically. Scaffold the next lesson by addressing that the students will be throwing for distance and at targets!

-Statue Game: Sit/lie down on an “X”. You may blink and breathe with no other movement/talking. If caught moving you are out (continue sitting criss-cross apple sauce on the line).


Grade: K-2 Lesson: 4 Unit: Having A BallObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate proper technique for throwing a ball overhand at least 75% of the class period. Cognitive – TSW name the cues aloud for throwing a ball overhand at least 3 times throughout the lesson. Affective – TSW demonstrate teamwork and communication skills by using appropriate language, encouraging their peers

to succeed and also by respecting other’s ball handling skills for the duration of the entire class period. Teacher – TTW be consistent in classroom management protocols for bringing students in as well as holding the balls in

the garage while the teacher is talking.

Procedure:

Instant Activity: (Jumping Rope)- Students have 3-5 minutes for free jump roping time to warm-up. The students may jump rope, jump back and forth over ropes/floor lines, etc.

Set Induction:-Is anyone playing baseball or softball this upcoming spring!? Today’s lesson will incorporate some skills that

you will use in those games as well as a game that combines both basketball and baseball/softball skills.

Skill Activity:Instruct the students to stand on a green “X” and face the teacher.1. Shadow Throw (Throwing Review)-Have the students show their “ready position” (side to target)-Aim at the target, which would be toward the teacher (students do not have a ball).-Step with your opposite foot towards your target (foot in front: left foot if throwing with right hand, right foot if

throwing with left hand).-“Ready, Aim, Step, Fire”

-Cues (Throwing): “Side to Target”, “Step with opposite foot”, “Follow Through”-Challenges: Practice your shadow throw using your non-favorite hand (non-dominant).-TBI: Allow students to practice their shadow through with whichever hand they would like.-INV: If students look uncomfortable (technique looks awkward) have the student try practicing with the

opposite throwing arm.2. Throwing For DistanceInstruct the students to bring it in to discuss the next activity. Then instruct the students to choose a ball and stand on the blue/yellow line near the divider, with the ball in the garage.-Stand on the line but make sure you are not touching the students next to you.-Get in ready position. If you are right handed what foot should go in front? (left) If you are left handed what foot should go in front? (right).-On my whistle, throw the balls across the gym as far as you can. On “Retrieve”, walk across the gym, retrieve your ball and return to the line.-Cues: “Side to target”, “Ear”, “Feet apart”, “Step with your opposite foot”-Challenges: Pick a spot on the other side of the gym and try and hit it. How many times can you hit that spot?-TBI: Allow students to choose the type of ball to use as well as which hand to throw with. -INV: Have students use a larger or smaller ball depending on success rate/ability level. 3. Throwing At Targets-Students will be split into 2 groups (put in partners: one partner to one side, other partner to the other side).-Colored cones and small basketball hoops and hula-hoops will be placed on both sides of the gym each worth different point values. (Hang poster on the wall indicating points).-You have 2 minutes to throw at the targets when a ball comes to you and then add up your points.-Choose whichever ball you would like but make sure to only have 1 ball in possession at a time.-Be alert and cautious in order to prevent injury and do not purposely throw the ball at another student.-“Ready, Aim, Step, Fire”3. Closure/Down-Instruct all students to carefully put away all balls and then have a seat on the white line. Check for understanding by having the students name some of the cues for throwing a ball for distance and at targets. What made you successful at hitting specific targets? Also have the students demonstrate these cues physically. Scaffold the next lesson by addressing that the students will be having a game-day!







Be respectful of equipment (no picking, standing/sitting on the

Keep Control of the ball/your

-Statue Game: Sit/lie down on an “X”. You may blink and breathe with no other movement/talking. If caught moving you are out (continue sitting criss-cross apple sauce on the line).


Grade: 3-4 Lesson: 1 Unit: BasketballObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate the proper technique for the basketball

set-shot by using the cues “BEEF” and “Rainbow Arc” at least 75% of the class time.

Cognitive – TSW name the 4 components of “BEEF” at least 2 times aloud during the duration of the lesson.

Affective – TSW demonstrate teamwork and communication skills by using appropriate language, encouraging their peers to succeed and also by respecting other’s ball handling skills for the duration of the entire class period.

Teacher – TTW address protocols and safety considerations at the start of the lesson and be consistent in enforcing consequences for inappropriate behavior.

Procedure:

Instant Activity: Jumping Rope- As the students enter the gymnasium they will warm-up by jumping rope for 3-5 minutes in their own self-space.

Set Induction:-Today we will begin our basketball unit! Basketball is a fun sport that

can be played both competitively on a team and also for fun at home or at the playground!

Skill Activity:Instruct the students to find their own self-space on an “X” in the

gymnasium. 1. BEEFY Shadow-Without a ball you are going to practice the proper way to shoot a

basketball in your self-space. We will practice together as a class.-When shooting a basketball, the key is to remember the cue “BEEF”.

When practicing your shot, make sure to try and use the “BEEF” cue.-Cues: “BEEF”

*Balance: Knees bent, feet shoulder width apart.*Eyes: Eyes on your target (the hoop)*Elbow: Elbow pointed to the floor “Pizza Platter” not “Chicken Wing”.*Follow Through: Wave “goodbye” to the ball.

2. Wall ShootInstruct all students to retrieve a ball of their choice and find a spot

along the blue line across from the divider wall and or the black line facing the gray/green wall.

-Using your ball, you will try and shoot the ball using BEEF so that the ball lands above the silver line (divider) or where the paint changes (colored wall). Make sure the ball arcs so it can go high enough. Getting it above the designated point counts as a “make”.

-Cues: “BEEF”, “Rainbow”-Challenges: See how many times you can shoot the ball above the

designated line out of 10 tries. How many can you complete in a row?

-TBI: Allow students to choose the type of ball to work with as well as use two hands to shoot if needed.

-INV: Have students move closer or further from the wall to increase success rate for low ability students and challenge high ability students.

3. P.I.G

Focus: concept and skills to emphasizeGroup CooperationHand-Eye CoordinationBall HandlingShooting

Materials/Equipment:BasketballsUtility BallsFoam Balls

PA HPE Standard(s) Addressed:10.4.3.D- Identify likes and dislikes related to participation in physical activities.10.4.3.F- Recognize and use basic movement skills and concepts.10.4.6.A- Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.10.5.3.C- Know the functions of practice.10.5.6.F-Identify and apply game strategies to basic games and physical activities.Bloom’s TaxonomyKnowledge AnalysisComprehension SynthesisApplication Evaluation







- No long distance shots.Assessment Teacher Observation (informal) Peer Assessment Checklist (formal)

Cues of Beef

- Choose a partner to play P.I.G. with and decide which court you will play on (On the signal). -Decide who goes first by playing a game of rock, paper, and scissors. -Shoot a shot from anywhere on the court that is not far where a long shot can pose for injury. The shot can be a moving shot or from a standing still position. If the first partner makes the shot, the next partner must follow the same shot from the same position. If the second partner misses, he/she earns the letter “P”. If the second partner makes the shot, he/she then gets to choose their own spot to choose from. -The winner is declared if the other partner has spelled the word “PIG”.P.I.G. Tournament-After about 10 minutes of playing P.I.G announce that the tournament will begin.-Students will start play with their partner and once a winner is declared, the winner will inform the teacher and the teacher will find another winner for that student to play against.-Cues: “BEEF”, “Rainbow”-Challenges: Try making shots that are not made off of the backboard. Can you make at least 3 of these types of shots?-TBI: Allow students to choose their partners/ball type as well as how close or how far away to shoot their own shots from. Allow students who do not wish to play P.I.G to practice BEEF against the wall or pass back and forth to a partner.-INV: Provide students struggling with a lighter ball if they are having difficulty getting the ball into the hoop. Suggest that higher skilled groups play a longer named game such as “HORSE”.

4. ClosureInstruct all students to walk over and gently place their ball in the correct bin according to ball type (“those with foam balls go first, then basketballs, etc.). Students will then be instructed to sit on the line assigned by the teacher.-Check for understanding by having the students demonstrate and say the cues aloud for the basketball set-shot (BEEF).-Scaffold the next lesson by providing an overview of the correct dribbling technique used during basketball activities. -Have the students cool down by playing the “Statue Game”: Sit/lie down on the line. Students may blink/breathe with no other movement. If caught moving they must sit up and sit quietly on their line and wait for their classroom teacher’s arrival.


Grade: 3-4 Lesson: 2 Unit: BasketballObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate the proper technique for dribbling by using

their finger pads, keeping their head up, and keeping the ball waist high 75% of the class time.

Cognitive – TSW verbally state the cues for dribbling (finger pads, head up, waist) at least 3 times throughout the lesson.


Teacher – TTW call at least 10 students by their correct name throughout the class period.

Procedure:

Instant Activity: Jumping Rope- As the students enter the gymnasium they will warm-up by jumping rope for 3-5 minutes in their own self-space.

Set Induction:-Did you know that the Penn State Women’s basketball team is making

the NCAA tournament? I was fortunate to meet the Big 10 Player of the year Maggie Lucas a couple of years ago that is one of Penn State’s best players!

Skill Activity:Instruct the students to retrieve a basketball/utility ball and find their

own self-space on an “X” in the gymnasium. 1. Stationary Dribble-In your personal space begin to dribble on the “go’” signal.-Dribble with your favorite hand.-Dribble with the other hand.-Dribble back and forth between hands.-Cues: “Finger Pads”, “Head Up”, “Waist”-Challenges: How long can you dribble for with your non-favorite hand

without losing ball control? Can you dribble behind the back and between the legs?

-TBI: Allow students to choose the ball type as well as which hand to dribble with.

-INV: Provide students with a different type ball depending on their success rate or allow some students to move about in their own personal space if they display proficient ball control.

2. Moving While DribblingNow you will try moving around the coned area while dribbling using

one hand.-Cues: “Finger Pads”, “Head Up”, “Waist”-Challenges: How quickly can you dribble and move while maintaining

control of the ball? Can you move and dribble with your non-favorite hand or switch back and forth between hands?

-TBI: Allow students to choose the type of ball to work with and move at their own pace to maintain ball control.

-INV: Suggest that students who are excelling concentrate on dribbling with their non-favorite hand. Students who need improvement can stay stationary.

3. “Can’t Touch This” (Dribble Keep Away)-On the “go” signal dribble about the coned area.-Try and knock the ball of other’s out of the coned area with your free hand.

Focus: concept and skills to emphasizeGroup CooperationHand-Eye CoordinationBall HandlingShootingDribbling

Materials/Equipment:BasketballsUtility Balls4 Cones

PA HPE Standard(s) Addressed:10.4.3.D- Identify likes and dislikes related to participation in physical activities.10.4.3.F- Recognize positive and negative interactions of small group activities.10.5.3.A- Recognize and use basic movement skills and concepts.10.5.3.C- Know the functions of practice.10.4.6.A- Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.10.5.6.F-Identify and apply game strategies to basic games and physical activities.

Bloom’s TaxonomyKnowledge AnalysisComprehension SynthesisApplication Evaluation







- No long distance shots.Assessment Teacher Observation (informal) 3 question quiz (formal) on cues of

dribbling, and beef (review)

-If your basketball goes out of the coned area, you must complete 5 jumping jacks before coming back in to start dribbling again.-You can only knock balls away while you are dribbling (not just standing).-Keep your body between your basketball and your opponents (shielding).-Cues: “Finger Pads”, “Head Up”, “Waist”-Challenges: Try and dribble with your non-favorite hand. Set a goal of how long you can dribble within the area without getting your ball knocked out.-TBI: Decide how quickly you want to dribble and move as well as which hand you would like to dribble with.-INV: If students keep getting their basketballs knocked away, have them just walk and dribble along the outside of the area to work on their dribbling skills. Students who are excelling can be limited to only dribble with their non-favorite hand.4. Hot Spotz/Skill PracticeInstruct students to get themselves into groups of 4. Then instruct them to gather around one of the basketball hoops for the Hot Spotz demonstration.-Poly Spots scattered throughout arc of each basketball hoop. -You will shoot from a poly spot. If the shot is made, create a pile off to the side to start your poly spot collection. If the shot is missed, you may try again at that spot or find another spot to shoot from. The goal is to get as many poly spots as you can until they are all gone. Count them up once all the poly spots have been collected. When the game is finished, scatter the poly spots back out on the court. -Groups will rotate in on the teacher’s command to play Hot Spotz. While not playing Hot Spotz, these groups have the choice to practice shooting against the wall, passing to a partner or dribbling along the wall.-Cues: “BEEF”, “Rainbow”, “Finger Pads, “Head Up”, “Waist”-Challenges: Set a goal for yourself for how many poly spots you think you can collect by the end of the game.-TBI: Allow students to choose their partners/ball type as well as how close or how far away to shoot their own shots from. Allow groups to arrange the poly spots how they choose before starting game play.-INV: Move poly spots closer to the hoop for groups having difficulty. For highly skilled groups, suggest they see how long it takes them as a group to collect all of the poly spots.

4. ClosureInstruct all students to walk over and gently place their ball in the correct bin according to ball type (“those with foam balls go first, then basketballs, etc.). Students will then be instructed to sit on the line assigned by the teacher.-Check for understanding by having the students demonstrate and say the cues aloud for dribbling (“Finger Pads”, “Head Up”, “Waist”) as well as the basketball set-shot (BEEF) -Scaffold the next lesson by providing an overview of the passes used in basketball.-Have the students cool down by playing the “Statue Game”: Sit/lie down on the line. Students may blink/breathe with no other movement.

If caught moving they must sit up and sit quietly on their line and wait for their classroom teacher’s arrival.


Grade: 3-4 Lesson: 3 Unit: BasketballObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate the proper technique for the defensive

stance as well as the chest and bounce pass by keeping their knees bent, head up, thumbs down, and pinkies up at least 75% of the class time.

Cognitive – TSW verbally state the cues for the defensive stance and the chest/bounce passes at least 3 times throughout the lesson.


Teacher – TTW call at least 10 students by their correct name throughout the class period.

Procedure:

Instant Activity: Eagle- Version of sharks and minnows. Two students are the hawks (taggers) trying to tag the eagles (remainder of students). If a student gets tagged they are to stand still and be “trees” that can tag the eagles. The last eagles standing are known as the “Golden Eagles”.

Set Induction:-Who is excited to play basketball today like Michael Jordan!?

Skill Activity:Instruct the students to find a partner and stand on an “X”. If you

cannot find a partner come see me. 1. Defensive Stance Mirroring-In your personal space, face your partner in the defensive position. -Mirror your partner. If your partner moves a certain way, you move the

same way. Stay in your personal space and on your feet without leaving the “X” area.

-No touching one another.-Cues: “Head Up”, “Feet Shoulder Width Apart”. “Knees Bent”, “Arms

Up”-Challenges: How many times can you trick your partner while

mirroring them?-TBI: Allow the students to choose the partner whom they are working

with.-INV: Provide groups excelling to hold a ball as well and have one of

the partners follow the ball.2. Partner PassingInstruct one of the partner pairs to retrieve a ball and return to their

partner. Instruct one partner to stand on the poly spot and the other on the white line. When I say “Go”

-Cues (Chest Pass): “Thumbs Down”, “Pinkies Up”, and “Elbows Out “, “Chest to Chest”, Step With Opposite Foot

-Cues (Bounce Pass): “Thumbs Down”, “Pinkies Up”, “One Bounce Half Way”, “Partner’s Waist”

-Challenges: How many passes in a row can you and your partner complete without dropping the ball? How many passes can you complete with your partner in 1 minute?

-TBI: Allow students to choose they type of ball to use.-INV: If needed move partners further apart or closer together.

3. Passing Relay-Instruct the students to sit in a group of 4 on a green “X”. Each group should have one ball. When I say “Go” groups that need a ball will

Focus: concept and skills to emphasizeGroup CooperationHand-Eye CoordinationBall HandlingShootingDribbling

Materials/Equipment:BasketballsUtility Balls5-6 ConesPoly Spots









- No long distance shots.Assessment Teacher Observation (informal) Checking For Understanding

(informal)

retrieve one and groups that have extra will place/drop the extra balls in the bin.-Each group lines up behind one of the colored cones. The first person in line stays at the cone, and the rest of the group stands on one of the poly spots in line with the cone.-The first person in line starts with the ball and then passes the ball to the person ahead of him/her. Once the student passes the ball, they follow their pass and take the spot of the person they passed too. The last person in line, dribbles back to the cone on the right side of the line and continues the relay.-Cues (Dribbling): “Finger Pads”, “Head Up”, “Waist-Cues (Chest Pass): “Thumbs Down”, “Pinkies Up”, “Elbows Out”, “Chest to Chest”, “Step With Opposite Foot”-Cues (Bounce Pass): “Thumbs Down”, “Pinkies Up”, “One Bounce Half Way”, “Partner’s Waist”-Challenges: See how many times your group can complete the relay in 1 minute. Try dribbling with your opposite hand on your way back to the cone.-TBI: Allow students to choose the type of pass to complete when passing to group members.-INV: Suggest students stick to one type of pass if he/she is having trouble with one of the other types. Move the group members closer together or further apart depending on ability level.

4. Closure/Cool DownInstruct all students to walk over and gently place their ball in the correct bin. Students will then be instructed to sit on the line assigned by the teacher.-Check for understanding by having the students demonstrate and say the cues aloud for the defensive stance as well as the chest/bounce passes. -Scaffold the next lesson by providing an overview of the various shooting games that will be played such as PIG, Hot Spotz, and Around the World-Have the students cool down by playing the “Statue Game”: Sit/lie down on the line. Students may blink/breathe with no other movement. If caught moving they must sit up and sit quietly on their line and wait for their classroom teacher’s arrival.


Grade: 3-4 Lesson: 4 Unit: BasketballObjectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate the proper technique for the basketball set

shot, dribbling, and passing at least 75% of the class time. Cognitive – TSW verbally state the cues for the basketball set-shot and the

chest/bounce passes at least 3 times throughout the lesson. Affective – TSW demonstrate teamwork and communication skills by using


Teacher – TTW provide specific and congruent feedback to at least 15 students in the entire duration of the lesson.

Procedure:

Instant Activity: Jump Rope- Students will have 3-5 minutes to jump rope or complete jumping activities (laying a rope down and jumping over it).

Set Induction:-Who is excited to play different shooting games that involve basketball

skills today!?

Skill Activity:Instruct the students to sit on the white line. Count the students off by 6

to form groups. All 1’s are a group, all 2’s are a group, etc. Address that they will be participating in different stations and will switch on command. The first rotation will include around the world, the second rotation will include knockout instead.

1. Around The World (2 Hoops)-Begin at poly spot #1. If your shot goes in advance to poly spot #2. If

all of your shots are made at every poly spot, you will continue the game by going in the opposite direction. The player that goes “around the world” first wins. If a shot is missed, you may “chance it” (shoot again- if you make it advance to the next poly spot. If you miss go back to #1). You may also choose to stay at the current spot.

-Cues: “BEEF”-Challenges: Set a goal for how many poly spots you will advance too

before it is time to switch stations.-TBI: Allow the students to chance or stay at a spot. Students can

choose their own ball type.-INV: Have students with difficulty move the poly spot closer in.2. Knockout (2 Hoops) after Around the World-Students stand in line with 2 balls in the hands of the first two

students. The first student shoots and then the second student shoots. If the second student makes the shot before the first student, the first student is knocked out. If the first students makes their shot before the second student, he/she is in the game still and goes to the back of the line. If a student is knocked out, he/she may obtain a ball and dribble off to the side.

-Cues: “BEEF”

-Challenges: See how long you can stay in the game without becoming knocked out. How many of your peers can you knock out in one game?

-TBI: Allow students to choose which line to shoot from (closer or further).

-INV: Move students closer or further from the hoop according to his/her

Focus: concept and skills to emphasizeGroup CooperationHand-Eye CoordinationBall HandlingShootingDribblingPassing

Materials/Equipment:BasketballsUtility BallsPoly Spots (Numbered)









- No long distance shots.Assessment Teacher Observation (informal) Checking For Understanding

(informal)

ability level.

3. Wall Shooting-The third station allows students to practice shooting the ball up against the wall like in the first lesson of the unit. -Cues: “BEEF”4. Partner Passing-The fourth station allows the students to practice the chest and bounce passes with a partner.-Cues (Chest Pass): “Thumbs Down”, “Pinkies Up”, “Elbows Out”, “Chest to Chest”, “Step With Opposite Foot”-Cues (Bounce Pass): “Thumbs Down”, “Pinkies Up”, “One Bounce Half Way”, “Partner’s Waist”4. Closure/Cool DownInstruct all students to walk over and gently place their ball in the correct bin. Students will then be instructed to sit on the line assigned by the teacher.-Check for understanding by having the students demonstrate and say the cues aloud that were utilized in each of the stations.-Scaffold the next lesson by addressing that the students will be having a game day!-Have the students cool down by playing the “Statue Game”: Sit/lie down on the line. Students may blink/breathe with no other movement. If caught moving they must sit up and sit quietly on their line and wait for their classroom teacher’s arrival.


Grade: K-4 Lesson: 1 Unit: (Extra P.E. Game day)Objectives: (TSW = The Student Will…) (TTW = The Teacher Will…) Psychomotor – TSW demonstrate the proper technique for throwing a ball by

stepping with their opposite foot and following through at least 75% of the class time.

Cognitive – TSW identify the correct cues for throwing a ball by naming the cues step with the opposite foot and follow through out loud at least 2 times.


Teacher – TTW keep instructions short and to the point (2 minutes) so that engagement time is increased.

Procedure:

Instant Activity: Zoo Keeper- Students will warm up by playing Zoo Keeper. Two students (1 boy, 1 girl) will be named the zookeepers. The remainder of students will count off by animal names (monkey, elephant, bear, kangaroo). The “animals” will line up along one end line with the zookeepers in the middle. The zookeepers will decide which animal to call out. The animal named called, those students will have to get to the other side without getting caught. The animals must “walk” or move like that animal in order to get to the other side. Once all of the animals are caught, change up the zookeepers and play again.

Set Induction:-Who is excited for game-day!?

Skill Activity:Instruct the students to line up along the designated line (white or

blue). Have the students count off by 2’s. All the 1’s make Team 1 (Knights and Princesses). All the 2’s make Team 2 (Titans).

1. Castle Ball-Each team has 2 castles made of 3 hula-hoops. -Various gator-skinned balls are lined up along the mid-line.-On the signal (“Duel”) the students run to the mid-line to get the balls.

The goal is to knock down the other team’s castles. If a castle is knocked down the team can put it back together. If the second castle is knocked down before the first one is built back up the game is over and you start again.

-You may throw the balls at the other team members but you must hit them below the knee. If you are hit you must go to the side and complete 10 jumping jacks, or 10 press-ups before returning to the game.

-Cues: “step with the opposite foot”, “follow through”, “tick tock release”

-Challenges: Can your team win the game in 4 minutes? In 3 minutes? See how long you can last without getting hit.

-TBI: Allow students to choose the exercise they would like to complete if they get hit (10 jumping jacks or 10 press-ups). Students may throw the ball overhand/underhand. Use 1 castle or bowling pins for K-1 if needed.

-INV: Decrease the number of castles to 1 if the students are having difficulty knocking them down or putting them back together.

Focus: concept and skills to emphasizeGroup CooperationHand-Eye CoordinationBall HandlingThrowingCatching

Materials/Equipment:Gator Skin Balls (16)Hula-Hoops (24)Bowling Pins (6)

PA HPE Standard(s) Addressed:10.4.3.D- Identify likes and dislikes related to participation in physical activities.10.4.3.F- Recognize and use basic movement skills and concepts.10.4.6.A- Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.10.5.3.C- Know the functions of practice.10.5.6.F-Identify and apply game strategies to basic games and physical activities.Bloom’s TaxonomyKnowledge AnalysisComprehension SynthesisApplication Evaluation




- No hitting opponents above the knee with the ball. (Sit out after 2 warnings).



- Be respectful of your classmates.Assessment

Teacher Observation (informal) Checking For Understanding

(informal)

4. Closure/Cool DownInstruct all students to walk over and gently place their ball in the correct bin. Students will then be instructed to sit on the line assigned by the teacher.-Check for understanding by having the students demonstrate and say the cues aloud for the proper technique of throwing a ball. (step with the opposite foot, follow through, tick tock release).-Have the students cool down by playing the “Statue Game”: Sit/lie down on the line. Students may blink/breathe with no other movement. If caught moving they must sit up and sit quietly on their line and wait for their classroom teacher’s arrival.

Unit Plan Reflection

Overall, I feel that the lessons compiled in the unit plan for basketball and ball handling skills for Pre-K through 4th grade students meet the objectives of the unit plan. The majority of the students were able to demonstrate the proper techniques for the skills at least 75% of the class time and all of the students were able to recite the cues aloud more than 3 times throughout the duration of the lesson. In addition, teamwork and encouragement was fostered, because I highly emphasized how important it is to respect one another not only at the start of the lesson during the introduction but also throughout game-play and practice. This was evident when I saw students who were “knocked out” during knockout saying, “keep up the hard work” to their peers who were still in the game. Furthermore, I feel that the lesson objectives were met, because I consistently circulated throughout the gymnasium to make sure that the students were performing the skills correctly. I would reinforce the students performing the correct skills by providing challenges to make the task more difficult. I also provided specific corrective feedback to those not performing the skill correctly so that they knew exactly what they needed to do to increase their success rate. However, there are some changes that I would make for future lessons. When teaching the dribble knock out game for 3rd and 4th graders, I would set up two rectangle boundaries so that two small-sided games could be played rather than one large game. With that, I can make one game the “competitive game” and the other “just for fun” so that the lower skilled students don’t continuously get knocked out. Furthermore, I would use more teaching by invitation during the Pre-K to 2nd grade lessons and allow the students to work with the larger foam balls rather than just the sparkle balls. The foam balls are kept more under control since they bounce less which will decrease the amount of time children spend chasing after their ball if they miss the catch or lose control. Overall, the unit plan was a success. Students were engaged for 75% of class during each lesson. The students were able to call out the cues at least 5 times throughout a lesson since I consistently checked for understanding, and lastly teamwork and encouragement was fostered since I stressed it’s importance both before the lesson as well as throughout it.

Documents

erindicamilloe-port2011.weebly.com · Web viewErin DiCamillo. Elementary Unit Plan. Basketball/Ball Handling Skills. April 2, 2013. General Information