East Hartford Public Schools Physical Education Curriculum Document



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East Hartford Public Schools

Physical Education

Curriculum Document


Subject

Physical Education

Grade

K, 1, 2

Unit Title

Dribbling and Ball Handling With Hands (Basketball)

PSS ©

8 Lessons (4 Weeks)




Connecticut State Standards

Priority Grade Level Expectations and Supporting Standards

9.1: Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate progress toward the mature form of selected fundamental motor skills.

9.2: Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control.

10.1: Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.

11.1: Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher initiated.

13.1: Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement.


Common Core State Standards

Literacy.RI.2.1: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Math.1.NBT.A.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Math. 1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.




Standardized Assessment Correlations

(CT PHYSICAL FITNESS TEST)

Connecticut Physical Fitness Assessment.




Subject

Physical Education

Grade

K, 1, 2

Unit Title

Dribbling and Ball Handling With Hands (Basketball)

PSS ©

8 Lessons (4 Weeks)




Big Ideas

Essential Questions

Participation in ball handling activities will lead to skill development that will be necessary to play basketball in future physical education classes and as a lifelong activity.

  1. What are the essential learning cues needed to be a successful dribbler with your hands?

  2. What part of your hand do you dribble with?

  3. What is an appropriate height for the ball to bounce when dribbling?




Concepts

(what students need to know)

Skills

(what students need to be able to do)

DOK

  1. How to use “Finger Pads” to dribble basketball style with hands.

  2. How to move and dribble under control.

  3. What muscles and body parts are used to dribble?

  4. What an athletic body position looks like.

  5. Shooting at a lowered hoop.

  6. Bounce Pass to a partner.

  1. Dribble a ball using “finger pads”.

  2. Start and stop while dribbling.

  3. Dribble under control (waist high).

  4. Dribble with dominate hand.

  5. Dribble with non dominate hand.

  6. Dribble with head up.

  7. Knees Bent

  8. Both hands on the ball

  9. Chin up/push/elbows out.

  10. Eyes on the rim.

  11. Chest Pass.

1, 2, 3, 4.



Assessments

Pre-Assessment

Dipsticks” (Informal Progress Monitoring)

  • Teacher observation using rubric/checklist of each student dribbling.


As determined by:



  • Universal Assessments

  • Pre-Assessments

  • Individual Teacher Assessments

  • Data Team Discussions

Post-Assessment

  • Teacher observation using rubric/checklist of each student dribbling

  • Teacher observation of student dribbling in modified basketball activity.

  • Skills assessment checklist (pre/post) rubric

Assessment Guides (Rubrics)

EHPS HPE Skills Assessment Rubric (see attached)




Instructional Planning

REQUIRED Resources and Materials

Recommended Resources and Materials

Youth basketballs, playground balls, cones, floor spots, hoops, pinnies.



Doherty, J., & Brennan, P. (2008). Physical education and development 3 - 11: A guide for teachers. New York, New York: Rutledge.

Graham, G. (2007). Children moving: A reflective approach to teaching physical education. (7th ed.). New York, New York: McGraw Hill.

Holt Hale, S. A. (2007). On the move: Lesson plans to accompany children moving. (7th ed.). New York, New York: McGraw Hill.

Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for elementary physical education: A tactical games approach. Champaign, Illinois: Human Kinetics.



Technological

Retrieved from http://www.pegames.org/

Retrieved from http://www.peuniverse.com/

Retrieved from www.pecentral.com



Instructional Planning (continued)

Effective Teaching Strategies

Enrichment, Intervention, and Differentiation

  1. Check for understanding.

  2. Constant reminders for dribbling cues.

  3. Teacher demonstration of proper dribbling.

  4. Student demonstration to peers of proper dribbling patterns.

  5. Provide recognition to students.

  6. Identify differentiation strategies following pre assessment.

  1. Relay team games that allow for individual dribbling during group activity.

  2. Dribbling at different speeds, cues (starting and stopping)

  3. Dribbling against a defender.

  4. Extensions and refinement of dribbling skills.



East Hartford Public Schools

Physical Education Instructional Block Plan
Unit Objectives & Standards:

9.1-Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength, and coordination; and demonstrate progress toward the mature form of selected fundamental motor skills.

9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control.

10.1-Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g. demonstrating momentary stillness in balance activities, distinguishing when to kick a ball softly or with force); and show understanding of space concepts by demonstrating personal and general space.

11.1-Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher initiated.

13.1-Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement.


Unit: Ball Handling Grade(s): K - 2 Time: 45 Minutes Class Periods: 8




Class #1

Class #2

Class #3

Intro/Warm-up:



CTPFT Warm Ups/Stretches

Game History

Expectations

Safety


CTPFT Warm Ups/Stretches.

Expectations

Safety


CTPFT Warm Ups/Stretches

Expectations

Safety


Core Activity:



Spot dribbling progressing into open space dribbling. Right hand then left hand.

Spot dribbling progressing into open space dribbling. Right hand then left hand

Ready, Step , Bounce Pass

Bounce and hit target

Bounce and hit wall


Application Activity (Game):

Line Dribbling

Freeze Dribble



Dribble Knock Out

Freeze Dribble

Team Challenge Dribble Relays


Passing Team Relay Races ( Bounce Pass)


Assessment:

Dribbling Pre Test Assessment

Teacher Observation of dribbling skills.

Passing Pre Test Assessment and Rubric.

CCSS Alignment Questions

What were the main ideas in my introduction of dribbling?

With your partner, determine who has the more or less dribbles during the timed dribbling activity.

Count to see how many times you can pass the ball to your partner in the activity time.

Questions

(DOK)


Create a pattern using dribbling at different levels and in different pathways.

Create two different strategies for maintaining a dribble during the dribble knockout game.

Create a way to pass to your partner at the three different levels.




Class #4

Class #5

Class #6

Intro/Warm-up:


CTPFT Warm Ups/Stretches

Expectations

Safety


CTPFT Warm Ups/Stretches

Expectations

Safety


CTPFT Warm Ups/Stretches

Expectations

Safety


Core Activity:



Partner Bounce Pass

“BEEF” Method

Students will shoot a basketball using the following cues: balance, elbow makes and “L”, eyes on the hoop, and follow through.



“BEEF” Method

Students will shoot a basketball using the following cues: balance, elbow makes and “L”, eyes on the hoop, and follow through.



Application Activity (Game):

Partner Bounce Pass Minute to Win It.

Shoot at lowered hoops.

Shoot at lowered hoops.

Assessment:

Teacher observation of passing skills.

Shooting Pre Test

Teacher observation of shooting skills

CCSS Alignment Questions

Use supportive statements to prove why it is important to follow the bounce pass skill cues.

Complete the shooting log and determine who has to most shots made in the class.

Count to see how many times you can dribble to ball in one minute.

Questions

(DOK)


Design a task sheet to teach a partner how to perform a bounce pass.

Create a dribbling pathway to the hoop before shooting the basketball.

Analyze your partner in the shooting activity to determine if the skill cues were followed.




Class #7

Class #8

Class #9

Intro/Warm-up:


CTPFT Warm Ups/Stretches

Expectations

Safety


CTPFT Warm Ups/Stretches

Expectations

Safety





Core Activity:



Dribble Knock Out

Ready, Step , Bounce Pass

Bounce and hit target

Bounce and hit wall

Shoot at lowered hoops.


Basketball skill stations:

Assessment station.

Dribbling station.

Shooting station.

Passing station.

Locomotor station.







Application Activity (Game):

Steal the spot shooting.

Skill Stations.




Assessment:

Teacher observation of shooting skills.

Final Basketball Assessment/Performance Rubric




CCSS Alignment Questions

Interpret the dribbling log data to determine if you have shown an improvement in your dribbling this unit.

Describe the basketball game you have created in a narrative.




Questions

(DOK)


Why was it important to give a bounce pass to your partner? What kind of pass would you use during a game and why?

Create a basketball game that you can play at recess with a friend.




East Hartford Physical Education Skills Checklist
Teacher: School: Grade: K-2

Lesson Content: Dribbling & Volleying Date:

Classroom Teacher: Facility: Gymnasium

Directions: Select the appropriate score and place the score in the box under the corresponding skill and student name.

Scoring: 0: Not performed 1: Performed

Grading: E: 4 P: 3 M: 2 I: 0-1

Total Score

Dribbling

with hands



Underhand Volley

Overhand Volley

Total # Students: _____


# Ss Proficient

Dribbling: ____


Underhand Volley:____
Overhand Volley: ____
All skills: ____

Student Names



Dribbling with ha

Underhand Volley

Overhand Volley

Contacts ball using fingerpads

Keeps ball at waist level

Eyes look forward while dribbling

Athletic position while dribbling

Eye on the ball before contact

Contact with ball using flat hand

Hand moves upward after contact

Can strike with both hands

Eyes on the ball before contact

Contact with ball using flat hand

Hand moves forward after contact

Can strike with both hands

















































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































Name: ______________________ Classroom Teacher: ____________________


Dribbling Exit Slip #1
Directions: Answer the following questions using two sentences.

1: What are the four main cues used to dribble a basketball?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2: Describe different ways you can improve dribbling skills this year. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Name: ______________________ Classroom Teacher: ____________________
Dribbling Exit Slip #2
Directions: Complete drawing below. Draw a basketball court and a basketball player dribbling up the court towards the basket.

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