Basketball Unit Plan

Cid Padron
Title of Unit and Physical Education, Grade Level Grade 7-9
Subject: Basketball Unit

Teacher: Cid Padron Number of Days 7 Days

Unit Overview and Rationale

This unit focuses on learning the skills, strategies, and rules of Basketball, which consists of

focusing on specific skills, such as shooting, dribbling, passing, defense, performing a layup

and rebound, learning about a variety of offensive strategies, and putting all together what they

have learned through playing games or participating in a tournament. There will be a focus on

peer teaching or feedback, which will allow students to get out of their comfort zone and take

on leadership skills that will aid their growth in being lifelong active learners. The unit focuses

on skills and strategies, but it will also have a heavy focus on helping each other to create a

positive environment for everyone, while ensuring that students are being safe by following the

safety standards or expectations set by the teacher.

Grade 7-9 Basketball Unit

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Safety Equipment/
Day SLO Resources/
Technology
Day 1 Introduction A8-5 Who plays Basketball? Introduction of Basketball Introduction and learning Basketballs
and C8-6 Observation Teacher will explain what the of the skills will provide
Shooting D8-3 (F) What do you like about focus will be for the Basketball students with more safety. Basketball Net
Basketball and what don’t you Unit. Write down on board
Participation like? Discuss proper gym attire Cones
(S) Introduction of the Basics of for the unit to ensure
What skill is important to have Shooting safety and build team Index Card or
Exit Slip in Basketball? Teacher will teach and cohesion Post It Notes
(F) demonstrate BEEF or student
What are ways we can score in will. Students will get into Ensuring there are no
Basketball? partners and there will be 1 ball obstacles in the way.
per partner. Students will use a
Is there a strategy that you line in the gym to practice Teaching students to let
know that can aid you with BEEF, while having their others know when to stop
Basketball? partners give feedback when a ball is in the way.

Does anyone know what Shooting Placement Teach students to yell

BEEF means? Students will get into 6 groups, “HEADS” when a ball is
numbers depend on how many about to hit someone
students there are. Each group
will have a basket. There will be Teacher supervision
certain spots that students will
have to shoot at, every member
must get 3 shots in that certain
sport for each group to move to
the next area.

The Ultimate Shooting Game

At each hoop, 2 teams of 3-5
players per team face-off
against each other to be the first
team to get 5 baskets. The
losing team stays at the hoop
and plays against a new
opponent (winner from the
game on their other side who
rotates to them). Or time the
 games
Exit Slip Question
What does BEEF mean?
Day 2 Dribbling A8-5 Why are we learning about Teacher or Student Dribble
with some A8-6 Observation Dribbling? Demonstration
Shooting D8-3 (F) Teacher or student will do a
Why do we Dribble? couple dribble skills, while
Participation students are following along.
(S) What is a travel violation? Cross dribble, In between the
legs, and spinning with the ball
What are the types of stationary
dribbling?
Hand on Head Game
Students will get into partners
and play a game where they
follow the teachers commands
and when the teachers say
“BALL” they have to race to
grab the ball. Progression, when
they get the ball they have to
run behind, while dribbling, and
the partner that didn't get the
ball has to tag them
Dribble Knockout
Students will have a ball and
their goal is to knock another
student's ball off their hand
while they are dribbling the ball.
2 Games happening at the same
time at court
Dribble and Shoot
Students will get into 6 groups
with each group having a
basketball net. Students will
dribble to a certain spot, stop,
and then shoot. Then they pass
it on to the next person. Do a
When doing Hands on Basketballs
Head, tell students to stand
up straight and be aware of Basketball Net
each others head or ground
when they go reach for the Cones
ball
When running away from
their partner, DO NOT tell
students to touch the wall
to be safe. Set up a line not
too near the wall to know
when they are safe
Students must make sure
they are always aware of
their surroundings when
dribbling the basketball.
They will need to be
looking up instead of at the
ball when dribbling.
Ensuring there are no
obstacles in the way.
Teaching students to let
others know when to stop
when a ball is in the way.
Teach students to yell
“HEADS” when a ball is
about to hit someone
 timer and see how many they
can get

Knee Tag Warm Up

Students will play knee tag to
focus on getting low and use
their arms. Start with partners
then do with everyone and do it
revenge style.
What makes Basketball a team Students must be aware of
game? their surroundings. This
Passing and Closing In
will help prevent any
Students will get into groups of
Are there a variety of ways to unexpected basketballs
3. Each group will have a ball.
pass the ball? coming from unpredictable
Students will pass to each other,
passes from hitting
A8-2 when one person passees the Basketballs
Observation Is there a proper way of students.
A8-5 ball, they will chase the ball
Passing and (F) passing the ball?
Day 3 A8-6 towards the person they passed Basketball Net
Basic Ensuring there are no
C8-3 to, so that they can close in. Do
Defence Participation What is the basic defence obstacles in the way.
C8-6 a variety of passes. Chest Pass, Cones
(S) position or ready position?
D8-3 Bounce Pass, and Overhead
Teach students to yell
Pass
Why do we have our hand out “HEADS” when a ball is
or up when we’re playing about to hit someone
Ultimate Basketball Passing
defence?
Same as ultimate frisbee but on
a basketball court with
What is closing out?
basketballs. Players can only
pass the ball to move it, they
cannot travel or dribble the ball
to move it from one baseline to
another.

Day 4 Basic Cross- A8-2 How does the game start? Jump Ball/Positioning Basketballs
Court Game A8-5 Observation Prepare the gym to have 2 Students must be aware of
A8-6 (F) Why do we have to check? courts. Have 10 students on their surroundings. This Basketball Net
C8-6 each court/ 2 teams. Show how will help prevent any
Participation What is a fastbreak? the game starts with a jumpall. unexpected basketballs Cones
(S) Let every student have a chance coming from unpredictable
Why is being able to do a to jump. passes from hitting Pinnies
fastbreak important? students.
Fastbreak
Each court has lines where Ensuring there are no
students will have a chance to obstacles in the way.
do a fastbreak drill. A line
where a person passes the ball Teach students to yell
 and one person is running
towards the other basketball net.
“HEADS” when a ball is
Game Time
about to hit someone
Explain the rest of the rules and
allow students to play a game of
5 v 5. Rotate and have 5 minute
games.

Day 5 Layup and A8-1 Why is the Layup an essential Introduction of Layup Introduction and learning Basketballs
Rebounding A8-2 Observation part of Basketball? Teacher will explain what a of the skills will provide
A8-5 (F) Layup is, asking key questions, students with more safety. Basketball Net
A8-6 What makes it unique than the and giving directions on how to
C8-6 Peer Checklist other ways of scoring? do a proper layup. Discuss proper gym attire Peer Checklist
D8-3 (S) for the unit to ensure
Am I doing the steps right High Five Layup safety and build team Pencils
Participation when I perform a layup? This activity will focus students cohesion
(S) on their steps by starting close Cones
Am I jumping off the right leg to the board and doing a one- Ensuring there are no
when I perform a layup? two step then jump, while high obstacles in the way.
fiving a peer. Then move on
Am I shooting it with the right with 3 steps, then progress with Teaching students to let
hand when I perform a layup? having the ball others know when to stop
when a ball is in the way.
Why is Rebounding an Peer Checklist
essential part of Basketball? Students will be put into a group Checklist will provide
of 6 or depending on how many them with a guide to
Where is the best position to basketball nets are available. properly or do the skill in a
be when I go for a rebound? They will have a partner in each safe manner.
group to help them and assess
Where do I keep my hands or them with the peer checklist. Teacher supervision
the ball after getting the
rebound? Introduction of Rebounding
Teacher will bring everyone
back in quickly to teach
Rebounding while asking key or
essential questions.

Peer Checklist
Within their groups, they will
change partners and they will
help and assess their new
 partners.

Layup Wheel/Relay
Last activity will involve a relay
race to see which team finishes
first or to see which team goes
last in the layup relay race, if
there is time.

Backdoor Pass Introduction

Students will be put into 6 of 4
groups or smaller groups
depending on how many nets
are available. Teacher will
demonstrate the Backdoor Pass
with students, while asking key
questions. Then students will
perform it with their groups

Give and Go Pass

Introduction
Teacher will ask students first if
they know what a Give and Go Introduction and learning
Are there strategies that will Pass is, if they are willing to of the strategies will Basketballs
allow you to score easier? demonstrate or teach, allow provide students with more
A8-2 Observation them to while the teacher is safety. Basketball Net
Day 6 Offensive A8-6 (F) When should we perform making sure they are on track. If
Strategies A8-10 these strategies? no students want to take Ensure students not to be Speaker/Music
A8-11 Participation initiative, the teacher will do a rough and not pushing at
C8-5 (S) Why is it important to get demonstration with students. the screener during the Cones
D8-3 open or find the open space on After the demonstration, Screenplay
offense? students will perform with their
group. Possibly changing group Teacher supervision and
How do these strategies help members feedback
you get to the basket or score
easier? Screen Play
Ask students again if they wish
to take lead, if not the teacher
will take lead in teaching.
Teacher will demonstrate with
students, with the focus on how
to set up a screen and making
sure the students are going in
 the direction where the screen
was set. For example, if there is
a screen on the right, they
dribble to the right side and
score.

Team Introductions
Teams will be made by the
teacher. Remind students to
wear their jerseys or coordinate
a colour with their team. Tell
them about the Tournament on
the last day of the Unit.

Day 7 Game A8-2 Observation What contributed to success in Gym will be divided up Basketball
Day/Tourna A8-6 (F) your games? Opening Ceremonies properly to ensure each
ment A8-11 At the start of the class, students group has enough space Basketball Nets
C8-3 Participation What strategies did you use in will be with their teams. for their games.
C8-5 (S) your games that were Teacher will talk about the Score Board
C8-6 successful? Any that weren't? expectations for class. Talking about the
D8-3 expectations during the Whistles
How can teamwork contribute Team Warm-Up beginning will allow for
to success? Allow students time to get into more safety. Speakers/Music
their team to perform a team
What does fair play, etiquette cheer, perform celebrations, and Having referees will Awards or
and mutual respect mean in perform their own warmups. ensure that there will be Trophies
Basketball? calls called when fouls are
Tournament Commences committed. Schedule
Gym will be split up where two
games are happening at the Teacher Supervision Pinnies
same time. If there are teams
sitting out, they will be
refereeing and scorekeeping
other games. The board will be
up for students to keep up with
the schedule and to know who
they are playing next.

Closing Ceremonies
Teacher will provide the awards
for each team and congratulate
everyone, while asking key or
essential questions about what
they have learned
 Stage 1: Desired Results
General Outcomes (in full):
● General Outcome A
o Students will acquire skills through a variety of developmentally appropriate movement
activities related to Basketball.
● General Outcome C
o Students will positively work together and/or with each other with activities related to Basketball
● General Outcome D
o Students will assume responsibility to ;lead an active way of life through Basketball
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will be able to learn and work ● What skill is important to have in Basketball?
together with the basic skills related to
● What are ways we can score in Basketball?
Basketball, such as:
o Shooting ● Is there a strategy that you know that can aid you
o Dribbling
with Basketball?
o Passing
o Basic Defence Skills ● Why are we learning about Dribbling?
o Layup
● Why do we Dribble?
o Rebounding
● Students will be able to learn the rules ● What is a travel violation?
and positions of Basketball. ● What makes Basketball a team game?
● Students will have a better
● Why do we have our hand out or up when we’re
understanding of strategies that is
playing defence?
beneficial for their performance in
Basketball ● Why is the Layup an essential part of Basketball?

● Why is Rebounding an essential part of Basketball?

● Why is it important to find the open space when on

the offense?
● When should we use these strategies during the
game?
● How do these strategies help you score?

● How does teamwork contribute to success?

● Which strategies worked and which ones didn’t?

Specific Outcomes (in full): Prior understanding…
Students will be able to…

● A8-1: select, combine and perform
specific locomotor skills in a variety of
activities to improve personal
performance
● A8-2: select, combine and perform
locomotor skills by using elements of
body and space awareness, effort and
relationships to improve personal
performance
● A8-5: demonstrate ways to receive,
retain and send an object with varying
speeds, accuracy and distance in skills
specific to an activity.
● A8-6: select, combine and perform
manipulative skills by using elements of
space awareness, effort and
relationships, with and without objects,
to improve performance
● A8-10: select, combine and perform
activity-specific basic skills in a variety
of games
● A8-11: be able to identify and evaluate
specific strategies and tactics that
coordinate effort with others; e.g.,
team/fair play, in order to achieve a
common activity goal
● C8-3: demonstrate etiquette and fair
play.
● C8-5: recommend practices that
contribute to teamwork.
● C8-6: identify and demonstrate positive
behaviours that show respect for self and
others.
● D8-3: select and apply rules, routines
and procedures for safety in a variety of
activities
● A7-1: demonstrated ways to improve and refine the
functional and expressive quality of locomotor skills
to improve personal performance
● A7-2: demonstrated locomotor skills by using
elements of body and space awareness, effort and
relationships to improve personal performance
● A7-5: demonstrated ways to receive, retain and send
an object with varying speeds and accuracy in skills
specific to an activity
● A7-6: demonstrated manipulative skills by using
elements of space awareness, effort and relationships,
with and without objects, to improve performance
● A7-10: demonstrated ways to receive, retain and send
an object with varying speeds and accuracy in skills
specific to an activity
● A7-11: demonstrated manipulative skills by using
elements of space awareness, effort and relationships,
with and without objects, to improve performance
● C7-3: demonstrated etiquette and fair play
● C7-5: selected and applied practices that contribute to
teamwork
● C7-6: identified and demonstrated positive
behaviours that show respect for self and others
● D7-4: identified, described and followed the rules,
routines and procedures for safety in a variety of
activities in all dimensions
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● A9-1: Students will be able to apply and refine
locomotor skills and concepts to a variety of
activities with increased control to improve
personal performance
 ● A9-2: Students will be able to apply and refine
locomotor skills by using elements of body and
space awareness, effort and relationships to
improve personal performance
● A9-5: Students will be able to apply and refine
ways to receive, retain and send an object with
increased speed, accuracy and distance in skills
specific to an activity
● A9-6: Students will be able to apply and refine
manipulative skills by using elements of space
awareness, effort and relationships, with and
without objects, to improve performance
● A9-10: Students will be able to apply and refine
ways to receive, retain and send an object with
increased speed, accuracy and distance in skills
specific to an activity
● Students will be able to apply and refine
manipulative skills by using elements of space
awareness, effort and relationships, with and
without objects, to improve performance
● C9-3: Students will continue to demonstrate
etiquette and fair play
● C9-5: Students will continue to develop and apply
practices that contribute to teamwork
● C9-6: Students will continue to identify and
demonstrate positive behaviours that show
respect for self and others
● D9-3: Students will continue to select and apply
rules, routines and procedures for safety in a
variety of activities from all movement
dimensions

Lear Stage 2: Assessments

ning Cooperat
Outc Layup and
ion, Healthy
omes Performa Rebound
Fairplay, and Observatio
Title nce and Peer Exit Slip
and Active n
Skills Checklist/
Teamwo Living
Rubric
rk
Type Summativ Summati Summati Formative/ Formative Formative
(Formative/S e ve ve Summativ
 ummative) e
Weighting 30% 30% 30% 10% N/A N/A
A8-1: select, combine
and perform specific
locomotor skills in a
x x x
variety of activities to
improve personal
performance
A8-2: select, combine
and perform
locomotor skills by
using elements of
body and space x x x
awareness, effort and
relationships to
improve personal
performance
A8-5: demonstrate
ways to receive,
retain and send an
object with varying x x x x
speeds, accuracy and
distance in skills
specific to an activity.
A8-6: select, combine
and perform
manipulative skills by
using elements of
space awareness,
x x x
effort and
relationships, with
and without objects,
to improve
performance
C8-3: demonstrate
etiquette and fair x x x
play.
C8-5: recommend
practices that
x x x
contribute to
teamwork.
C8-6: identify and
demonstrate positive
behaviours that show x x x x
respect for self and
others
D8-3: select and
x x x x
apply rules, routines
and procedures for
safety in a variety of
activities

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning
To see how students perform the skills related to
Basketball, as well as, demonstrating ideas such
as, teamwork, communication, and how the skills
Observation develop from start to end of the unit, while x x
demonstrating positive interactions, such as
respect with each other. Observing how they are
doing Stem 1, 2, and 3

Is used to ensure students know what the meaning

Exit Slip of BEEF is, which will aid them improve their x
manipulative skill of shooting a Basketball

Peer Checklist is used for students to ensure that

they are performing the skills properly and it will
Layup and also allow students to help each other figure out
Rebound Peer how to help each other by using the checklist. The x x
Checklist/Rubric Rubric is used to assess their performance during
this activity or day. Peer Checklist and Rubric will
be found in Appendix A
Is used to assess students with their fundamental
movement skills, application of game strategies,
Performance and
improvement of skills, how they respond to x
Skills
feedback, and if they have high effort in taking
initiative of wanting to improve their skills
 Is used to assess students communicating
Cooperation, positively with others, demonstrating inclusivity,
Fairplay, and following rules/expectations, demonstration of x
Teamwork sportsmanship, listening and following directions,
and showing leadership in class.
Is used to assess students having a positive
Healthy and attitude, making positive choices to improve
x
Active Living health and wellbeing, acting safely in all
environments, and helping others
APPENDIX A – Teacher/Student Resources
Assess student participation during the Unit by using observable student behaviour as criteria.
Assign a 1 (Poor), or 2 (Basic), or 3 (Good), or 4 (Excellent) to each student for each category.

Student: Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Performance and Refines Skills (Stem 1):
- Displays fundamental movement skills
- Applies game strategy
- Works to improve on skill
- Responds well to feedback
- Effort is shown when student is actively
asking how to and trying to improve
Cooperation, Fair Play, and Teamwork (Stem 2):
- Communicate positively with others
- Demonstrate inclusivity
- Followed rule/expectations
- Demonstrated Sportsmanship
- Listened and followed directions
- Showed leadership in the class
Healthy and Active Living (Stem 3):
- Had a positive attitude
- Made positive choices to improve health and
wellbeing
- Acts safely in all environments
- Helped others

Final Score: ____

Layup Peer Assessment Checklist Name:

 Left Hand Side Right Hand Side

Took 2/3 steps Took 2/3 steps

or strides with the or strides with the
ball ball

Jumped off with Jumped off with

RIGHT LEG LEFT LEG

LEFT KNEE RIGHT KNEE

was up was up

Shot/Layed the Shot/Layed the

ball with LEFT ball with RIGHT
HAND HAND

Aimed at the Aimed at the

TOP LEFT TOP RIGHT
CORNER of the CORNER of the
square square

Rebounding Peer Assessment Checklist

 Positioned
to where the
ball will land.

Jumped and
caught the ball
with TWO
hands.

Held the
ball up to the
chin for
protection.