Basketball Unit Plan
Park Middle School
Physical Education Department
Hannah Betten
Spring 2012
Introduction
This basketball unit is a topic covered for 8 days in a physical education class at Park Middle School in Lincoln, Nebraska. This physical education class is a required elective course for grades 6-8. The students do not need any previous basketball experience, but hopefully the students show interest in the topic and are willing to challenge themselves.The class sizes range from 15-25 students. Gender differences don’t really exist in this unit plan. The males and females are able to perform at the same level. The culture diversity of Park Middle School is that 59% are minority students, 10% gifted, 18% English Learners, 18% Special Education. The exceptional/gifted students are welcomed to participate in this unit but adaptations and modifications will take place for the student to feel invited to join with the other students.
This unit will take place in the school gymnasium. The unit will start with a survey that includes a questionnaire of what they already know about basketball, their previous experiences, and what they would like to learn about in this unit. Through drills and game play teacher observations will be used to rate the students skills for a grade.
In this unit the students will learn about the rules and terms of basketball, proper dribbling and shooting technique, strategies for game play, and students will learn how to work together as a team. This unit will also require physical fitness through warm-up and in game play. Hopefully, the students will learn that there are fun and enjoyable ways to get active in their life. This unit will also promote social development and interaction with the other students. The students should show a positive behavior and encourage other students to do their best. The physical and social aspects will promote confidence, self-esteem, and also discover their strengths and weaknesses.
Goals, Standards, Outcomes
Students will be able to…
1)Understand and define the terms and rules used in basketball when asked.
NASPE 2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities.
These standards relate to the goal because of the cognitive characteristic needed to understand the game of basketball.
2)Demonstrates proper dribbling and ball-handling technique and posture in drills and in games.
NASPE 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
NASPE 2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities.
NE 8.2.1: Explain principals of practice that enhance movement practice.
NE 8.2.2: Define the critical elements of more advanced movement skills.
These standards relate to this goal because they include the physical movements of development.
3)Demonstrates proper shooting technique and understands the acronym BEEF (balance, eyes, elbow, and follow-through).
NASPE 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
NASPE 2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities.
NE 8.2.1: Explain principals of practice that enhance movement practice.
NE 8.2.2: Define the critical elements of more advanced movement skills.
These standards relate to this goal because they include the physical movements of development.
4)Gain an understanding of new strategies/plays that will be affective in games.
NASPE 2: Demonstrates understanding of movement concepts, principals, strategies, and tactics as they apply to the learning and performance of physical activities.
NE 8.2.3: Identify and apply strategies and tactics within game play.
These standards relate to this goal because it explains the importance of applying skills into the games.
5)Performs cardiovascular endurance through warm-ups and during game play.
NASPE 3: Participates regularly in physical activity.
NASPE 4: Achieves and maintains a health-enhancing level of physical fitness.
NE 8.4.1: Utilize criterion-referenced standards of health-related fitness.
These standards relate to this goal because they focus on the importance of physical fitness in a students’ life.
6)To work together as a team and be respectful to others
NASPE 5: Exhibits responsible personal and social behavior that respects self and others in physical activity setting.
NE 8.5.1: Participate cooperatively in physical activity with persons of diverse characteristics and backgrounds.
NE 8.5.2: Make responsible decisions to resolve and or avoid conflict.
These standards relate to this goal because of the importance of working together in groups, being respectful to others, and to have a positive and encouraging attitude.
7)Explain the brief history of basketball when asked.
NASPE 6: Values physical activity for health, enjoyment, challenge, self-expression, and or/social interaction.
These standards relate to this goal because it shows that the students value their health and enjoyment of basketball.
Unit Organization and Planning
Lesson # / Topic / NASPE/State Standards Daily Objectives / Teaching Strategies/Learning Styles / Materials / Assessments1 / -Pre-Assessment survey
-Intro to basketball terms and rules
-classroom rules and procedures / Students will understand and define the terms and rules in basketball. NASPE 2 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -25 surveys
-25 pencils
-25 basketballs or more
-cones / -Surveys
-teacher observations
2 / -warm-up
-ball handling and dribbling back and forth, add tricks such as between the legs and behind the back or both hands
-dribble knock-out / Students will demonstrate proper dribbling technique and posture in drills and in games. NASPE 1 &2/NE 8.2.1 & 8.2.2
Students will perform cardiovascular endurance through warm-up and in game play. NASPE 3&4/NE 8.4.1 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -25 or more basketballs
-cones / Teacher Observations
3 / -warm-up
-Explain BEEF
-shoot w/partners
-shooting drills / Students will demonstrate proper shooting technique and understand the acronym BEEF. NASPE 1&2/NE 8.2.1 & 8.2.2 Students will perform cardiovascular endurance through warm-ups and in game play. NASPE 3 &4/NE 8.4.1 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -basketballs
-cones / Teacher Observations
4 / -continue shooting drills / Students will demonstrate proper shooting technique NASPE 1&2/NE 8.2.1 & 8.2.2 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -basketballs
-cones / Teacher Observations
5 / 3 on 3 play allows teams to work on strategies / Students will gain an understanding of new strategies and plays in games. NASPE 2/NE 8.2.3 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -basketballs
-pennies / Teacher Observations
6 / Continue 3 on 3 play / Students will work together as a team. NASPE 5/NE 8.5.1 & 8.5.2 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -basketballs
-pennies / Teacher Observations
7 / Play 5 on 5 / Students will work together as a team. NASPE 5/NE 8.5.1 & 8.5.2 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -basketballs
-pennies / Teacher Observations
8 / -finish 5 on 5
-conclusion
-post-assessment / Explain the brief history and rules when asked. NASPE 6 / Direct, Interactive,
Auditory, Visual, and Psychomotor / -25 quizzes
-25 pencils
-basketballs / -quizzes/survey
Teacher observation
Pre-Assessment/Survey
NAME:
Have you had any experience with basketball?Please Explain.
Rate you experience level. 1 = beginner and 10 = pro.
12345678910
What would you like to know/learn about basketball?Please Explain.
What is your physical fitness level. 1=sedentary/not active and 10=elite athlete
12345678910
What would you want to improve/work on in this unit?
Basketball Assessment
Students Name / Dribbling1 2 3 4 5 / Shooting
1 2 3 4 5 / Behavior
1 2 3 4 5 / Participation/
Effort / Overall
Score
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
/20
Students were evaluated in each individual category with the highest point value as five and the lowest as 1.
Dribbling: 5 pts.= able to control their dribble, good hand-eye coordination, use of finger tips, head up
-1 pt. for each element missing
Shooting: 5 pts.= balanced, elbow in, eyes on the target, follow-through, uses legs for power
-1 pt. for each element missing
Behavior: 5 pts for positive and encouraging behavior and 1 pt for negative behavior
Participation: 5 pts for hard effort and 1 pt for lack of effort/not trying
Basketball Post-Assesment quiz worth 10 points
NAME:
1)Who founded the game of basketball?
a)Michael Jordan
b)James Naismith
c)Wilma Rudolf
2)How many players are on the court at all times?
a)4
b)10
c)5
d)No specific amount
3)Explain the definition/meaning of travelling.
4)What does BEEF stand for?
5)What is the term when a player dribbles and stops, but then dribbles again?
a)Travelling
b)Foul
c)Double dribble
d)Back door cut
6)A made free-throw attempt is worth 2 points.
a)True
b)False
7)How many fouls is a player given before they are fouled out of the game?
a)No limit
b)5
c)1
d)8
8)Man to man defense means that you have to defend a specific opponent.
a)True
b)False
9)A turnover is when the opposing team turns the ball over to the other team.
a)True
b)False
10)The offensive player is allowed to stay in the lane for more than 3 secs.
a)True
b)False
What did you like about this unit?Please Explain.
What did you not like about this unit?Please Explain.
What would you change?Please Explain.
Answer sheet for Quiz
1)B
2)C
3)Travelling is a violation of the rules that occurs when a player holding the ball moves one or both feet illegally.
4)Balance, Eyes, Elbow, Follow-through
5)C
6)B
7)B
8)A
9)A
10)B
Resources
NASPE Standards:
Nebraska standards:
Basketball quiz
Reflection
At the end of the unit plan I would ask myself certain questions regarding my lesson plans for the unit. Questions that I would consider would be: was I prepared ahead of time, did I understand my reasoning of my objectives, did I state my goals to the class, was I energetic and interacting with the students, did I give enough feedback, how was the classroom management, and did the students enjoy their time? I will also review the questions at the end of the post-assessment to see what the students enjoyed and what they would change. I think it is important to know what the students liked and disliked in the unit because it is what they like not necessarily what the teacher would prefer. We want our students to enjoy their time being active and playing games!