Physical Education Lesson Plan - Timnath Elementary School

Content/Skill theme:​ Basketball - Day 1 Equipment:​ Music, 4 warm up cones, 4 colored cones, 25
Lesson:​ 1 Date/Time:​ 1/14-1/16 medium basketballs, 6 iPads, 8 hula hoops, gymnastics mat, 4
Grade:​ 3-5 Class Size: ​20-25 gator balls, 8 poly spots

Safety: ​Eyes up, heads up, no sliding,

National Standards & Outcomes State/District Standards & Outcomes

Standard 1. The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
3rd Grade: ​Dribbles and travels in general space at slow to
moderate jogging speed, with control of ball and body. (S1.E17.3)
4th Grade: ​Dribbles in self space with both the preferred and the
nonpreferred hands using a mature pattern. (S1.E17.4a)
5th Grade: ​Combines hand dribbling with other skills during 1v1
practice tasks. (S1.E17.5)
Standard 1: Movement Competence
3rd Grade: ​The physically literate individual exhibits
responsible personal and social behavior that respects self
and others. (S1.G3.1.1.b)
4th Grade:​ ​Dribble and pass an object to a moving receiver.
(S1.G4.1.1.a)
5th Grade​:​ Dribble a ball (by hand or foot) while preventing
another person from stealing the ball. (S1.G5.1.1.c)

Standard 4. The physically literate individual exhibits responsible

personal and social behavior that respects self and others.
3rd Grade:​ Works cooperatively with others. (S4.E4.3a)
4th Grade:​ ​Praises the movement performance of others both more
skilled and less skilled. (S4.E4.4a)
5th Grade:​ ​Accepts,recognizes and actively involves others with
both higher and lower skill abilities into physical activities and group
projects. (S4.E4.5)

Student Objectives:
ESWBAT dribble in self-space continuously with preferred hand during the stations portion of the class.

Teacher Objectives:
TTWBAT give feedback to all groups during the station portion of the class and emphasize using finger pads to dribble,
not slap, the ball

Organizational Adaptations &

Student Activities Performance Cues Modifications
Time Instant activity, task development, goal orientation progressions, Behavior prompts; teaching
Arrangement
Potential adaptations to
(min) learning experiences, and game-skill practice-game specifics; cues; specific feedback; Diagram showing organization of
student activities to meet
instructional task statements; closure teacher actions students; Managerial task
the needs of ALL
statements
students.
Daily Warm Up Teaching Cues
· 2 laps of square warm up · ​Side Shuffle - side of
· Class should meet at the circle after they’re done with foot, step together, Class moves clockwise
2 their warm up step around cones for 2 laps
min · ​Gallop - Heel to Toe, Side Shuffle → Gallop →
step together step Jog → Skip
· ​Jog - Stay in the toes
· ​Skip - Step, Hop

Meet at Circle/Explain Explore Time Behavior Prompts

· How to explore with ball Sit Criss-Crossed:
5 · Keep head up/eyes up while traveling in space
Sitting criss-crossed
“Criss-Cross
min · Ss can shoot only on the close side net, take turns Karate-Sauce”
around the center circle
shooting
Stations Ss can choose what
· Explain the stations. Groups of 4-5 Ss will start at a modification to do at
Teacher Actions:
station and look at the station card on the station’s iPad. each station
Teacher will circulate
Ss will work together to practice the station. Ss will have
25mi throughout the station
about 3-4min at each station Ss can also choose
n · Balls and iPads stay WITH the station, not the group.
time to give specific
to use a medium
feedback to each
Ss will transition clockwise between stations basketball or a small
student/group
Stations (using video/GIFs) basketball
● (1) Chest Pass
 ● (2) Bounce Pass
● (3) Crossover Dribble
● (4) Body Circles OR Figure 8 Dribble
● (5) Around the World Shooting
● (6) Line Dribble/Zig-Zag Dribble

Game Application: Space Jam Ss can choose to

· 4 Ss will start in the hula hoops and will act as the start as a passer or
PASSER as a dribbler
· 2 Ss will start without a ball in the activity area as the
CHALLENGERS/MONSTARS Ss can choose ball
· The rest of the Ss will start with a ball in the activity size
area as the DRIBBLERS/TUNE SQUAD
· Ss w/ basketballs (TUNE SQUAD) will dribble around
the activity space trying to get passes to all 4
PASSERS. The CHALLENGERS will be trying to steal
the basketballs from the DRIBBLERS. If a challenger
7-8 successfully steals a ball, they will keep the ball and
min become a DRIBBLER. The previous dribbler will come
a passer and the passer will become a challenger.
· Challenger → Dribbler → Passer → Challenger
· Ss will continue this and try to get as many passes as
they can
· Focus on using finger pads, defensive skills, heads
up/eyes up and passing

Grade Level Progression:

3rd Grade:​ ​If dribbler gets ball stolen, Ss will go to a
wall and perform 3 bounce passes or 3 chest passes;
change challengers and passers often
 Clean Up
· Put bballs back on rack
3 · Line up to get ready to go back to class
min
 Physical Education Lesson Plan - Timnath Elementary School
Content/Skill theme:​ Basketball - Day 1 Equipment:​ Music, 4 warm up cones, 4 colored cones, 25 poly
Lesson:​ 2 Date/Time:​ 1/14-1/16 spots, 25 small basketballs, 25 medium basketballs, 2 foam
Grade:​ K-2 Class Size: ​20-25 gator balls, 2-3 yarn balls,

Safety

National Standards & Outcomes State/District Standards & Outcomes

Kindergarten Kindergarten
Standard 1: Standard 4: Prevention & Risk Management
Dribbles a ball with one hand, attempting the second contact. Participate in activity without colliding into other
(S1.E17.K) students, objects, and surroundings. (S4.GK.6.1.b)

1st Grade 1st Grade

Standard 1: Standard 1. Movement Competence and Understanding
Dribbles continuously in self-space using the preferred hand. Standing in place, dribble a ball continuously with
(S1.E17.1) one's dominant hand. (S1.G1.1.2.a)

2nd Grade
Standard 1: 2nd Grade
Dribbles in self space with preferred hand demonstrating a mature Standard 4: Prevention & Risk Management
pattern. (S1.E17.2a) Maintain safety within personal space while using
implements. ​(S4.G2.6.1.a)

Organizational Adaptations &

Student Activities Performance Cues Modifications
Time Instant activity, task development, goal orientation progressions, Behavior prompts; teaching
Arrangement
Potential adaptations to
(min) learning experiences, and game-skill practice-game specifics; cues; specific feedback; Diagram showing organization of
student activities to meet
instructional task statements; closure teacher actions students; Managerial task
the needs of ALL
statements
students.
 Daily Warm Up Teaching Cues Find a buddy to help
· 2 laps of square warm up · ​Side Shuffle - side of with the warm up
· Class should meet at the circle after they’re done with foot, step together,
3 their warm up step
min · ​Gallop - Heel to Toe,
step together step
· ​Jog - Stay in the toes
· ​Skip - Step, Hop

Meet @ Circle to Explain Globetrotter Tag Ss can choose not

· 2 taggers each w/ yarn balls, 2 globetrotters each w/ a to be a tagger or
gator ball Globetrotter
Behavior Prompts:
· When you get tagged, freeze and make a hoop with
Sit Criss-Crossed:
5 your arms, to return to the game, the Globetrotter Ss can change their
“Criss-Cross
min players have shoot a gator ball through your hoop
Karate-Sauce”
locomotor skill if
SAFELY! needed
· ​Safety: Shoot the gator ball through the hoop without
touching the rim, no slam dunks, eyes up/heads up, tag
with the yarn ball in the shoulder, back or arm softly
Globetrotter Tag Behavior Prompts: Ss can choose not
· Change taggers & Globetrotters often Show me how you tag to be a tagger or
· Change locomotor skill each round safely Globetrotter

Keep your head up Ss can change their

5-7
and eyes up locomotor skill if
min needed
Teacher Actions:
Frequent circulation
throughout activity
space
 Explore Time Ss can choose what
· Demo how Ss can explore with the ball on their poly they do during
spot in their own self-space explore time as long
· Explain what the “Freeze” signal is - when music stops as it’s within
or when Teacher says freeze, Ss should be standing basketball and
with their ball on their poly spot, eyes on teacher, voices Teacher Actions: within safety
3min off Circulation throughout
· Ss should stay on their own poly spot and explore with class assessing skill
the ball level of Ss
· Dribble on a poly spot (dribble with 1 hand, 2 hands,
wrap around body, pass in your hands)
· After a couple of minutes, Ss can dribble while
traveling around the apce
Dribbling Progression - Teacher Led Extensions: “How
Teacher will lead the progression of dribbling wi long can you…”
· Pass from 1 hand to the other (in the air) “How many times
· Mummy around head, stomach, legs together, legs Teaching Cues: can you…”
apart (figure 8) Finger Pads
· Dribble with 2 hands
· Crossover dribble Eyes Up, Head Up
· Dribble with 1 hand
· Switch hands Try Your Best
20 · Dribble around body
min · Kneel & dribble Teacher Actions:
· Sit down & dribble Central location so all
· Stand to sit dribble Ss can see what
· Dribble around poly spot you’re demonstrating,
· Spin on your finger then circulate
· Air shot throughout class to
· Slam dunk give specific feedback
· Line dribble
· Dribble around space and flip over poly spots and get
back to fix poly spots
 Game Application: Bubble Breakers “How many spots
Set Up: can you dribble your
· Create boundaries for a large activity area with cones. ball on?”
· Scatter poly spots throughout the area.
· Each student to a poly spot with a ball.

Activity Procedures:
· It’s time to be a Bubble Breaker! When I say, “GO!”
you’ll start by breaking your bubble (the poly spot). Teaching Cues:
· Bounce your basketball on your poly spot 3 times, Finger Pads
making a good catch after every bounce.
· After you break your own bubble, move to a different Eyes Up, Head Up
bubble and break it using 3 good bounces. Break as
5-7
many bubbles as you can before you hear the stop Try Your Best
min signal.
Teacher Actions:
Grade Level Progression: Circulation throughout
K: Dribble the ball with one hand on a spot, attempting class assessing skill
the second dribble (contact). Repeat until 3 dribbles are level of Ss
made on each spot.
1​st:​ Carry the ball to a spot; dribble continuously 3 times
on the spot to break the bubble, and then move to a
new spot.
2​nd​: Dribble continuously from spot to spot. Dribble 3
times on each spot to break the bubble.

Clean Up & Line Up

Return basketball to a hula hoop
3min Line up to get ready to go back to class