Basketball Dribbling 4l1e5d
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Lesson Plan Template – ED 3501 (Version C) Lesson Title/ Focus
Basketball Skills
Date
Nov/16th/2015
Subject/Grade Level
Grade 4 Physical Education
Time Duration
34 Minutes
Unit
Basketball
Teacher
Miss Cariolato
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes:
General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. General Outcome C: Students will interact positively with others
Specific Learning Outcomes:
A4–6 consistently and confidently perform manipulative skills by using elements of body and space awareness, effort and relationship. C4–5 participate cooperatively in group activities
LEARNING OBJECTIVES Students will: 1. Demonstrate basic dribbling manipulation skills while keeping their heads forward and looking in front of them rather than the ground. 2. Perform Locomotor skills that enforce the principle of keeping their heads up while maintaining a comfortable dribbling speed. 3. Use cooperation as a team to complete a dribbling task set out by teacher.
ASSESSMENTS Observations:
• Observe if students are using the the correct part of their hand to dribble the basketball because this can affect the way they dribble in class activities. • Observe if students are keeping their heads up and opposite dribbling hand out in front of them.
Key Questions:
• Why is it important to keep your heads up while dribbling? • Why do basketball players keep their opposite hand out in front of them while the other hand is dribbling? • Do you think your knees are straight or bent when dribbling? Why?
Products/Performances:
• Students will learn dribbling by staying in one spot, to progressively moving from walking and then eventually running while performing the manipulation skill. • Students will keep the ball in control within their own space, and also being aware of the space and dribbling balls around them.
LEARNING RESOURCES CONSULTED • Alberta Program of studies
MATERIALS AND EQUIPMENT • Gymnasium • 45 Basketballs or as many as possible
PROCEDURE Prior to lesson
• Check how many basketballs are available from equipment room • Retrieve basketballs from equipment room Introduction
Time
!1 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) Attention Grabber
• Stand in the middle of the gym and wait for students to come in. • Have students sit down in the middle, ensuring that all loose sweaters and water bottles are put off to the side
• Explain to students the skills that they will go over in this class. They will go •
over basic dribbling skills with a focus on their heads up looking in front of them, and not down at the ground. Also students will then be performing locomotor skills while dribbling, also enforcing the principle of keeping their heads up. Tell students that this will be shown through 2 games they will be playing: Red light Green light, and a relay race towards the end.
Assessment of Prior Knowledge
Students will have handled a basketball before and know the basic fingers and palm movements when pushing the basketball to the ground.
Expectations for Learning and Behaviour
• Students are to not bounce the basketballs when I am talking. When giving •
Transition to Body
instruction, they are to put their basketballs on the ground and put one foot on top to keep it from rolling. If students start to kick or play around with the basketball while instructions are being given, they will do 5 pushups. gym where they are able to see and hear instructions from the teacher. The teacher will stand in the middle of the gym waiting for all students to find their own spot around the gym. Body
Teacher Notes: Assessments/ Differentiation
Learning Activity #2
———
30 Seconds
• Students will grab a basketball from the rack or bin and find a space in the •
Learning Activity #1
3 Minutes
30 Seconds Time
Basic Dribbling on the spot - The teacher will give instruction for the students to stand where they are and just dribble on the spot as their own comfortable speed. - The teacher will call out to the students to switch hands and continue dribbling.
5 Minutes
Formative Assessment: - As students are dribbling, watch and encourage students to keep their heads up and look in front of them. Differentiation: If there are not enough basketballs to allow one per student, the teacher will direct the students pair up with a partner. - The partner will then hold up their fingers and the student dribbling has to keep their heads up and say how many fingers they are holding up - This enforces the idea that students have to keep their heads up when dribbling and not looking down a the ball.
————
Red light Green light basketball - Students will then hold their balls underneath one foot while the teacher explains the rules of the game. - For red light green light, the object of this quick exercise is for students to watch where they are going while they are dribbling. - When the teacher shouts green light, the students will walk at a reasonable pace around the gym while keeping in control of their basketball. - This encourages them to watch where they are going because they do not want to loose their ball. - When the teacher yells red light, the students are to immediately stop where they are grabbing their basketball as fast as they can and freezing in a position - The last three students to freeze are to do 5 mountain jumps - The teacher can increase the difficulty of this game by having students picking up speed from a slow walk to a faster walk or even a lighter jog but still ensuring the basketball is in control.
10 Minutes
!2 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) Teacher Notes: Assessments/ Differentiation
Learning Activity #3
Differentiation • If there are not enough basketballs for all students, the teacher can turn this game into an elimination game. • The few students that there aren't enough basketballs for can stand around the perimeter of the gym and when red light gets called, the last student to hold their basketball and if still moving, is out. • This allows all students to participate, and the students who were on the sidelines can have a chance to switch roles and dribble in the game. Relay Racing - Have students put all the basketballs away and line up on the centre line. - Depending on the number of students in the class, number them so each team with have the same amount of students on one team. - Before numbering the students, explain that once they get a number, to not get up until everyone has received one and to wait for further instruction. - The teacher will then explain to the students that all team will lineup against one side of the gym in order (ex. 1 starting on the left to 8 on the very right) - When students are then lined up against the wall, the teacher will then explain how the relay race will work:
- One student from each team will run while dribbling their basketball until Teacher Notes: Assessments/ Differentiation
————
they reach the other side of the gym. That student will then touch the wall and dribble back to their team. The next person is not allowed to go until the first student high fives the next one. This high five is the signal so the next person can go, without it the team may not continue This high five allows students to not throw their ball in front of them and chase after it, but rather take their time and keep the ball in control. If a team has less players than the other ones, one person on that team may have to go twice. Once all players have gone, all team must sit down. The first team sitting down is the winner.
Teacher notes: - Lineup the students so they are running the long ways of the gym rather than the short ways. - If you have quite a few numbers of teams, have students run the short way, as it will allow more space for each team to have when running. Formative Assessment: - Observe students if they are watching where they are running while dribbling. - The teacher will notice if they aren't watching because they wont be running in a straight line but veering off to the side. - Shout to students to remind them that although this is a race, it is important to perform the skill correctly and to not rush.
10 Minutes
————
Closure
Time
Consolidation of Learning: This lesson scaffolds so students are able to learn basic dribbling skills - The students start with staying in one spot and only worrying about their own space and pace they way to go at. - Students then will incorporate a locomotor skill while continuing to dribble through a game of red light green light. - Finally students will have participated in a relay race to now move even quicker with their basketball with also incorporating another skill of cooperation and working together as a team.
————
From Students: 2 Minutes
!3 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) To Students
- Ask students what they liked about the lesson - Ask if they feel more comfortable with dribbling after the lesson - Ask students why they think it is important to keep their heads up in
1 Minute
basketball?
Transition To Next Lesson
Next lesson include the basic skills of ing in basketball - Introduce bounce es and chest es by first throwing again a wall, then throwing with a partner.
2 Minutes
• If there is extra time at the end of the class, students can go to a hoop and practice their Sponge Activity/Activities
shooting skills for the extra couple minutes.
• Again if there is not enough basketballs, they may wish to partner themselves up and travel to the hoops together.
Reflections from the lesson
!4 Adapted from a template created by Dr. K. Roscoe
Basketball Skills
Date
Nov/16th/2015
Subject/Grade Level
Grade 4 Physical Education
Time Duration
34 Minutes
Unit
Basketball
Teacher
Miss Cariolato
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes:
General Outcome A: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. General Outcome C: Students will interact positively with others
Specific Learning Outcomes:
A4–6 consistently and confidently perform manipulative skills by using elements of body and space awareness, effort and relationship. C4–5 participate cooperatively in group activities
LEARNING OBJECTIVES Students will: 1. Demonstrate basic dribbling manipulation skills while keeping their heads forward and looking in front of them rather than the ground. 2. Perform Locomotor skills that enforce the principle of keeping their heads up while maintaining a comfortable dribbling speed. 3. Use cooperation as a team to complete a dribbling task set out by teacher.
ASSESSMENTS Observations:
• Observe if students are using the the correct part of their hand to dribble the basketball because this can affect the way they dribble in class activities. • Observe if students are keeping their heads up and opposite dribbling hand out in front of them.
Key Questions:
• Why is it important to keep your heads up while dribbling? • Why do basketball players keep their opposite hand out in front of them while the other hand is dribbling? • Do you think your knees are straight or bent when dribbling? Why?
Products/Performances:
• Students will learn dribbling by staying in one spot, to progressively moving from walking and then eventually running while performing the manipulation skill. • Students will keep the ball in control within their own space, and also being aware of the space and dribbling balls around them.
LEARNING RESOURCES CONSULTED • Alberta Program of studies
MATERIALS AND EQUIPMENT • Gymnasium • 45 Basketballs or as many as possible
PROCEDURE Prior to lesson
• Check how many basketballs are available from equipment room • Retrieve basketballs from equipment room Introduction
Time
!1 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) Attention Grabber
• Stand in the middle of the gym and wait for students to come in. • Have students sit down in the middle, ensuring that all loose sweaters and water bottles are put off to the side
• Explain to students the skills that they will go over in this class. They will go •
over basic dribbling skills with a focus on their heads up looking in front of them, and not down at the ground. Also students will then be performing locomotor skills while dribbling, also enforcing the principle of keeping their heads up. Tell students that this will be shown through 2 games they will be playing: Red light Green light, and a relay race towards the end.
Assessment of Prior Knowledge
Students will have handled a basketball before and know the basic fingers and palm movements when pushing the basketball to the ground.
Expectations for Learning and Behaviour
• Students are to not bounce the basketballs when I am talking. When giving •
Transition to Body
instruction, they are to put their basketballs on the ground and put one foot on top to keep it from rolling. If students start to kick or play around with the basketball while instructions are being given, they will do 5 pushups. gym where they are able to see and hear instructions from the teacher. The teacher will stand in the middle of the gym waiting for all students to find their own spot around the gym. Body
Teacher Notes: Assessments/ Differentiation
Learning Activity #2
———
30 Seconds
• Students will grab a basketball from the rack or bin and find a space in the •
Learning Activity #1
3 Minutes
30 Seconds Time
Basic Dribbling on the spot - The teacher will give instruction for the students to stand where they are and just dribble on the spot as their own comfortable speed. - The teacher will call out to the students to switch hands and continue dribbling.
5 Minutes
Formative Assessment: - As students are dribbling, watch and encourage students to keep their heads up and look in front of them. Differentiation: If there are not enough basketballs to allow one per student, the teacher will direct the students pair up with a partner. - The partner will then hold up their fingers and the student dribbling has to keep their heads up and say how many fingers they are holding up - This enforces the idea that students have to keep their heads up when dribbling and not looking down a the ball.
————
Red light Green light basketball - Students will then hold their balls underneath one foot while the teacher explains the rules of the game. - For red light green light, the object of this quick exercise is for students to watch where they are going while they are dribbling. - When the teacher shouts green light, the students will walk at a reasonable pace around the gym while keeping in control of their basketball. - This encourages them to watch where they are going because they do not want to loose their ball. - When the teacher yells red light, the students are to immediately stop where they are grabbing their basketball as fast as they can and freezing in a position - The last three students to freeze are to do 5 mountain jumps - The teacher can increase the difficulty of this game by having students picking up speed from a slow walk to a faster walk or even a lighter jog but still ensuring the basketball is in control.
10 Minutes
!2 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) Teacher Notes: Assessments/ Differentiation
Learning Activity #3
Differentiation • If there are not enough basketballs for all students, the teacher can turn this game into an elimination game. • The few students that there aren't enough basketballs for can stand around the perimeter of the gym and when red light gets called, the last student to hold their basketball and if still moving, is out. • This allows all students to participate, and the students who were on the sidelines can have a chance to switch roles and dribble in the game. Relay Racing - Have students put all the basketballs away and line up on the centre line. - Depending on the number of students in the class, number them so each team with have the same amount of students on one team. - Before numbering the students, explain that once they get a number, to not get up until everyone has received one and to wait for further instruction. - The teacher will then explain to the students that all team will lineup against one side of the gym in order (ex. 1 starting on the left to 8 on the very right) - When students are then lined up against the wall, the teacher will then explain how the relay race will work:
- One student from each team will run while dribbling their basketball until Teacher Notes: Assessments/ Differentiation
————
they reach the other side of the gym. That student will then touch the wall and dribble back to their team. The next person is not allowed to go until the first student high fives the next one. This high five is the signal so the next person can go, without it the team may not continue This high five allows students to not throw their ball in front of them and chase after it, but rather take their time and keep the ball in control. If a team has less players than the other ones, one person on that team may have to go twice. Once all players have gone, all team must sit down. The first team sitting down is the winner.
Teacher notes: - Lineup the students so they are running the long ways of the gym rather than the short ways. - If you have quite a few numbers of teams, have students run the short way, as it will allow more space for each team to have when running. Formative Assessment: - Observe students if they are watching where they are running while dribbling. - The teacher will notice if they aren't watching because they wont be running in a straight line but veering off to the side. - Shout to students to remind them that although this is a race, it is important to perform the skill correctly and to not rush.
10 Minutes
————
Closure
Time
Consolidation of Learning: This lesson scaffolds so students are able to learn basic dribbling skills - The students start with staying in one spot and only worrying about their own space and pace they way to go at. - Students then will incorporate a locomotor skill while continuing to dribble through a game of red light green light. - Finally students will have participated in a relay race to now move even quicker with their basketball with also incorporating another skill of cooperation and working together as a team.
————
From Students: 2 Minutes
!3 Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C) To Students
- Ask students what they liked about the lesson - Ask if they feel more comfortable with dribbling after the lesson - Ask students why they think it is important to keep their heads up in
1 Minute
basketball?
Transition To Next Lesson
Next lesson include the basic skills of ing in basketball - Introduce bounce es and chest es by first throwing again a wall, then throwing with a partner.
2 Minutes
• If there is extra time at the end of the class, students can go to a hoop and practice their Sponge Activity/Activities
shooting skills for the extra couple minutes.
• Again if there is not enough basketballs, they may wish to partner themselves up and travel to the hoops together.
Reflections from the lesson
!4 Adapted from a template created by Dr. K. Roscoe
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