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Osoyoos Elementary- Basketball P.E.

Unit Plan
Unit Title: Basketball
Name:

Rachel Wright

Number of Lessons: 7
Subject(s):

P.E.

Time: (in weeks)


Grade(s):

6
3/4

Rationale: To teach students the fundamentals of basketball


.
Overview: Students will learn the essential skills and techniques to play basketball by learning a different technique each lesson. Lessons will
start with a warm up (which sometimes will review earlier concepts), a lesson to teach the new skill(s), a series of different practices
(including drills and games), and finish with a cool down that focus on the areas worked that day.
Prescribed Learning Outcomes from IRPs:
Grade 3
Movement Skills
B2: Demonstrate proper technique for performing specific locomotor movement skills including but not limited to the following:
- running jump
- leap
B3: Demonstrate proper technique for performing specific manipulative movement skills including but not limited to the following:
- pull or push an object
- kick an object to a stationary target
- trap an object with the foot
- dribble an object with hands
B4: Perform selected non-locomotor and locomotor movement skills in sequence
Saftey, Fairplay and Leadership
C1: Demonstrate safe behaviours while participating in a variety of physical activities
C2: Demonstrate respect and encouragement for others during a variety of types of physical activity
Grade 4
B1 adjust speed, force, level, pathway, and direction in relation to people or moving objects
B2 demonstrate proper technique to send and receive various objects with control, including but not limited to the following:
onehanded catch, underhand and overhand
strike a moving object with
implement
strike an object with hand
B3 select nonlocomotor, locomotor, and manipulative movements to create sequences
C1 demonstrate an ability to participate safely in specific physical activities
C2 describe fair play principles for participating in physical activity (e.g., respectful of differences, cooperative, accepting)
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Prerequisite Concepts and Skills:


None.
Teacher Preparation Required:
Review lessons before and make sure the gym has all the equipment. Practice the demonstrations to ensure students are learning the correct
skill cues.
Cross-Curricular Connections: Space may be incorporated into some of the warm up activities to reinforce concepts being taught in
science, such as the orbit of the planets around the sun or their order.
Extensions to Unit: Additional drills or games may be added if more gym time is allotted.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
Resources:
P.S.A.P- Basketball: Teaching the Basics Resource Manual (Given to by Richard Bayliss)
Kathleen Chartrand, Ryan Ferguson, Kyle Cornett-Ching, Kris Hartley (ideas for order or lessons, some simple games and rules of the game
were borrowed from these very kind people)
Overview of Lessons:
Lesson #
and Title
(time in minutes)

PLOs
in
lesson

#1 Control and
Speed Dribbling
(45 mins)

3
B3
B4
C1
4
B1
B3
C1

(a)
(b)

Instructional Objectives
Teaching Strategies

a) TSWBATDemonstrate
control and speed while
dribbling.

Lesson Activities

Warm up: Direction Dribble


Participants line up on sideline with balls. Teacher
indicates with arms which direction the
participants should be dribbling (forwards,
backwards, left or right). (5 mins)
Lesson: Speed and Control
Quickly review some of techniques and skills
learned in the previous lesson (heads up, bent
knees, ball low). Introduce techniques for speed
dribbling (upright, project ball forward, dribble at
waist height, head up). Demonstrate to students.
Practice: Relays
Pair students along one sideline, each with one
ball. On the teacher signal, one member of each
pair speed dribbles to the opposite sideline then
speed dribbles back to his or her partner. The
partner then repeats the activity. Do this several
times.

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Assessment
Strategies

Materials
(Specific to
This
Lesson)

This lesson is
Gym
instructional in
Basketballs
nature, and
therefore
assessment will
mostly be
constructive and
real time to help
the student feel
what the proper
form should be.
During the 4/5
and 5/6 person
relays however,
the teacher will
note with a simple
checkmark
whether or not the
student can go
through the relay
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Tell the pairs to join with another pair to form a


group 4/5 and to line up on the end line. Do the
same activity but with the longer distance and
bigger group. Have the students sit down when
they finish and cheer on their classmates.
Emphasize that this is not a race!

without losing
control of the
ball.

Spread the class out in half of the gym to practice


control dribbling. Keep making the area smaller
and smaller. Make them switch hands often as
well.
Break the class into four groups of 5/6.
Participants in each group stand 2m apart, starting
on an endline. On a signal the first dribblers at the
back of each line dribble their ball and weave
between the other group members in front of
them. Once a participant has finished dribbling
between all members of their group, they stand 2m
ahead of the last person in the group. Continue
until the end of the gym and return back.
Cool down: Body Circles and Sit and Reach
Move the ball slowly around the body in circles.
Start at ankles and slowly move up. Sit down and
reach for ankles, bending at hips, chest to thigh.
Hold for a count of 20. Have students put balls
away and line up.
#2 Shooting (50
mins)

3
B3
B4
C2
4
B2
C1

a) TSWBATdemonstrate an
ability to aim and project a
basketball at a target with
increasing accuracy.

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Warm Up: Musical Jog and Speed Dribble


Participants jog around the gym to music. Change
hands and directions on the whistle.
Line up along the sideline and practice speed
dribbling back and forth across the court. (5 mins)

This lesson is
instructional in
nature, and
therefore
assessment will
mostly be
Lesson: Shooting
constructive and
Demonstrate a set shot (square shoulders, focus on real time to help
basket, place feet shoulder width apart and the
the student feel

Basketballs

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same foot as shooting hand slightly ahead, proper


hand placement (side and bottom), grip ball with
palm and fingers, bend knees slightly then
straighten as ball is pushed upwards, keep elbow
directly below shooting hand, follow etc)
(reference page 28) (5 mins)

what the proper


form should be.

Practice: Wall Ball


Participants practice set shots against by shooting
the ball straight up in the air and catching it.
Repeat several times. Teacher circulates and
corrects. (2.5 mins)
Ask participants to now find a section of wall and
practice shooting the ball high up against the wall.
Repeat several times. (2.5 mins)
Create two lines of participants, each line
spreading out 2m apart from each other, facing a
partner. Practice set shots over an invisible wall to
their partners. Emphasize that the ball should be
shot high and straight so it lands in their partners
hand without having to move. Switch partners
halfway through. (10 mins)
Stop the class. Demonstrate and explain a jump
shot (bend knees, jump up, push shooting arm up,
quick snap release). (2 mins)
Separate the class and send them to baskets.
Practice jump and set shots and use two
participants in each group as rebounders. Alternate
rebounders with shooters. Explain briefly about
the job of rebounders as defensive. (10 mins)

#3 Passing Part

a) TSWBATdemonstrate an

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Cool down: Body Circles, Calf Stretches, Ankle


Rotations
Body circles with the ball around the waist, calf
stretch against the wall, rotate ankles. (5 mins)
Warm Up: Jog and Shoot

This lesson is

Basketballs
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I: Chest Pass and


Bounce Pass
(45 mins)

B2
C2
4
B2
C1

ability to send and receive a


basketball with increasing
accuracy, alone and with
others.

Participants jog clockwise around the gym


dribbling the ball. On a signal, dribble to the
nearest basket, and shoot a set shot or jump shot.
Retrieve balls and continuing dribbling in the
opposite direction. (5 mins)
Lesson: Chest Pass, Bounce Pass and Receiving
Demonstrate proper chest pass, emphasizing the
skill cues (hold ball at chest level, step towards
pass receiver, keep elbows in, quick snap release,
follow through). Tell students that this is used for
passing to a teammate in a non-crowded area.
Demonstrate proper bounce pass, emphasizing the
skill cues (hold ball chest high, step towards pass
receiver, aim bounce two-thirds of the way
towards the receiver, quick snap release and
follow through). Explain that this is used in
crowded areas.
Demonstrate pass receiving with a participant,
emphasizing the skill cues (watch the ball, make a
target, cushion and protect the ball). (5 mins)

instructional in
nature, and
therefore
assessment will
mostly be
constructive and
real time to help
the student feel
what the proper
form should be.

Practice: Pass Practice


Have students find a spot against the wall and
practice proper chest pass form by passing to the
wall. Walk around to correct techniques. (5 mins)
Create six groups, three groups on the centre line
and three groups facing 3m opposite them. The
first participant on the centre line group has a ball
and makes a chest pass to the opposite group.
After passing the ball, they follow the pass, and
run to the back of the opposite line. The
participant who received the ball, chest passes the
ball back to the other line and runs to the back of
that line (refer to page 34). Start with groups
fairly close and lighter balls, increase the distance
and ball weight in subsequent times. Ensure
participants are watching and ready to receive
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balls. (10 mins)


Switch to bounce passes. (5 mins)
Create groups of 5/6 and have them line up in a
zig zag pattern about 2m away from the next
person. Emphasize pivoting. The last person in the
line makes either a chest pass or a bounce pass to
the second person in their groups line, then runs to
the front of the line 2m away from the first person.
The second person now passes to the third and
then runs to the front, 2m away from the person
who passed to them. Continue until the end of the
gym and then go back. Make sure students pivot
after receiving the ball and then passing.(5 mins)
Two Ball Passing: form pairs, each person has a
ball. One person chest passes, while the other is
bounce passing. On the whistle switch roles. (5
mins)

#4 Offensive
Court
Movements (45
min)

3
B2
B4
C1
4
B1
B2
B3
C1

Cool down: Back to Back and Thigh Stretch


In their pairs, stand back to back and place a
basketball between the backs. Move together from
where they are to the basketball container without
dropping the ball. Participants use a wall for
support and grab one foot and bring heel towards
seat until they feel a stretch in their thigh (do not
arch back, hold for 10).
a) TSWBATdemonstrate basic Warm Up: Free Shoot and Dribble
offensive movements
Encourage free shooting and dribbling with
demonstrate body and space basketballs, on a signal participants must speed
awareness when performing
dribble to the basket furthest from them and take a
game activities.
shot of their choice. (5 mins)

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Quick change: Create three courses with cones in


a zig zag pattern. Students must go to the first
cone, stop, change direction, then continue on to
the next cone. Second person goes after the first
has reached the second cone. (5 mins)

This lesson is
instructional in
nature, and
therefore
assessment will
mostly be
constructive and
real time to help
the student feel
what the proper
form should be.

Basketballs

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Lesson: Offensive Ready Position


Demonstrate proper offensive ready position
(place feet shoulder apart, bend legs, keep back
straight, head up, keep elbows in, extend lower
arms). (2.5 mins)
Demonstrate jab-step fake (stand in offensive
ready position, jab step, pull back, then shoot or
pass) (2.5 mins)
Practice: Give and Go
Participants line up along the sideline, facing the
court in offensive ready position. On signal, sprint
forward six steps, turn, job back to starting line
and resume the offensive ready position. Repeat
Give and Go: Create groups of four, each group
has a ball. To begin, participant holding the ball is
the defender, two of the others are pass receivers,
and the forth is the faker. The defender and faker
face one another about 1.5 m apart. At the signal,
the defender gives the ball to the faker while the
pass receivers criss-cross behind the defender. The
fake has five seconds (counted in onethousands by the defender) to use the jab-step
fake to get the ball to on of the pass receivers
using a chest or bounce pass. Switch roles. (10
mins)
Review how to pivot (nail foot down, move other
foot to pivot, protect ball). Participants scatter
around half the court about 2-3 m apart. Provide
half the participants with balls. Participants are
only permitted to pivot (no travelling) to make a
chest or bounce pass. They must first call out the
receivers name and wait for the receiver to get his
or her hands ready then they make the pass. No
pass backs. Have ball collectors to get stray balls
(rotate them). (5 mins)
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#5 Defensive
Court
Movements
(45 mins)

3
B2
B4
C1
4
B1
B2
B3
C1

Cool down: Hip and Thigh Stretch


Lunge with back knee touching floor, if necessary
use hands on floor for balance. Stretch for 30, then
switch.
a) TSWBATdemonstrate basic Warm Up: Free Shooting and Dribbling
defensive movements
Encourage free shooting and dribbling with
demonstrate body and space basketballs, on a signal participants must speed
awareness when performing
dribble to the basket furthest from them and take a
game activities.
shot of their choice. (5 mins)
Lesson: Defensive Ready Position
Demonstrate proper defensive ready position to
students (shoulder width apart, one foot slightly
ahead, bend legs slightly, keep head up and hands
out, shuffle). Show difference between shot
defense (one hand at face level the other at waist)
and non shot defense (both hands at thigh to waist
level). (5 mins)

This lesson is
instructional in
nature, and
therefore
assessment will
mostly be
constructive and
real time to help
the student feel
what the proper
form should be.

Basketballs

Practice:
Skills Challenge: Participants place their balls on
the end line and line up opposite their balls along
the centerline. On a signal, shuffle sideways in the
defensive position to the end line, grab their own
ball and speed dribble back to the centre line.
Repeat. (5 mins)
Shadow Shuffle: Using the entire length of the
court, pair up participants and stand along one
sideline facing the opposite sideline. Provide each
pair with a ball. One person is the dribbler the
other is the shadow. The dribbler is in the
offensive ready position and the shadow in the
defensive ready position with 1m separating them.
At the signal the dribbler control dribbles across
the court to the opposite sideline, while the
shadow shuffles at the same pace. On reaching the
opposite side, alternate roles. Allow three turns in
each role. (10 mins)
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Shot Blocking: Explain the skills cues for shot


blocking (assume defensive ready position,
anticipate shot, watch the ball, swat the ball).
Create the same number of groups as there are
baskets (4 groups of 5/6), assigning participants of
similar height to each group. Participants take a
spot standing around the 3 point arc at their end of
the court, everyone with a ball except the person
on the far right of the basket (see page 51). The
partipanct without the ball (the blocker) assumes
the defensive position b/w the basket and the
participant beside him/her. At the signal the
blocker must attempt to anticipate the coming shot
and block it. After the block has been attempted,
s/he shuffles to the next player who must wait for
the blocker to assume the defensive ready position
before attempting a shot. The blocker continues
around until all shooters have been challenged.
They then assume the position at the extreme left
of the basket and the next person goes through the
same cycle. (15 mins)

#6 Passing Part
II: Bucketball
(45 mins)

3
B2
C1
C2
4
B2
C1
C2

a) TSWBAT demonstrate an
ability to send and receive a
basketball with increasing
accuracy, alone and with
others.

Cool down: Shoulder Shrugs and Toe-Up


Shrug shoulders slowly up a towards earlobes ,
hold, lower them as low as possible, repeat ten
times. Point toes up and walk on heels, now walk
on toes. (5 mins)
Warm Up: Line Label
Teacher calls out an action (hopping on foot,
shuffle, crab walk etc.) while standing at a line.
Students perform that action to the specific line
and then job back to the black baseline.

Assess students
for proper
sportsmanship.

2-4 buckets
Balls
cones

Lesson: Review
Review with participants the proper skill cues for
each type of pass and when it is best to be used.
Practice: Bucketball
In this game students will be divided evenly into

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two teams. Each team having one bucket holder


who is positioned atop a mat on opposite
baselines. Bucket holders must stay on the mat
when trying to catch their teammates shots.
Stepping off the mat will result in a turnover.
When a player has possession of the ball, they
may take a maximum of two steps. After two steps
they may move their pivot foot to pass the ball to a
teammate. Dribbling is NOT allowed and will
result in a turnover. Students may also hold the
ball for a maximum of 5 seconds before passing.
Holding the ball longer than 5 seconds will result
in a turnover and the other team taking the ball out
of bounds on the sideline. If a foul occurs, that
individual who was fouled will shoot a free throw
just like basketball. If a free throw is missed the
opposing team will take the ball out of bound..
The last rule that we incorporate is the slide tackle
rule. If students are caught sliding on the floor for
a ball they must go into a designated "penalty
box", count to 100, and re-enter the game. (35
mins)

#7 Game Time
(50 mins)

3
B2
B3
B4
C1
C2
4
B1
B2
B3

a) TSWBATdemonstrate the
skills of passing, shooting,
dribbling and defending while
playing a game.
...demonstrate fair play

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Cool down: Shoulder Stretch


Extend arms straight out in front of body, slowly
lift arms up over the head hold for a count of 20
and repeat. Widen stance and slowly twist torso to
each side with arms extended, hold at one side for
a count of 20 and repeat.
Lesson: Review
Review all the components needed for a game and
go over rules.
Practice: Game On!
Divide the class into four teams (predetermined
based on skill level) and tell them to lead their
own warm ups for at least 5 minutes.

Assess students
for proper
sportsmanship.

Basketballs

Review rules and expectations one more time. Let


teams play. (30 mins)
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C1
C2

Cool down: Stretch


Do a stretching sequence with students.

Reflections/Revisions (if necessary, continue on separate sheet):

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Unit Plan Template


The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to
specific subject areas and modified as students gain experience in each practicum. The attached sample template
should be used as a basic outline. The space required for each heading in the template will vary and should be
adjusted as needed. The template is available on the TRU-Bachelor of Education Practica website in electronic
form at http://www.tru.ca/hse/programs/bed/practica/plans.html It is important that all areas required in the template
are completed and that t he unit plan be sufficiently clear and detailed so that another teacher could use the plan to
teach the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) define what students should learn in
each curricular subject by describing what students should be able to do. These statements are the prescribed
learning outcomes of the curricula of British Columbia. Your unit plan should state the prescribed learning outcomes
to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each
learning outcome a number to be used in the Overview of Lessons.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that
a students readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? Consider learning styles and multiple intelligences. What are the
individual needs within this classroom and how will you accommodate them? What are the adaptations and
modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by
number, the Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major
Instructional Objectives (SWBAT), Teaching Strategies (a few words), Lesson Activities (sufficient detail to enable
another teacher to teach the unit), Assessment Strategies (include the strategy - the How and the What you will
be assessing), and Materials needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make when
you teach the unit again.

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