Baske tball Skills

Ass ig nme nt #2 - Par t A

Uni t P lanne r & Le ss on Plan

 Cont en ts Page

Unit Pla n
Pag e: 4- 7
Developmental sequence of teaching/ learning
Planning
Assessment
Topic concept Map

Fin al Le ss on Pla n
Pag e: 8- 11

App en di x
Pag e: 12 -2 1
Behaviour Management Cards
Relay Station cards
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 PE and Health unit planner
Developmental sequence of teaching/learning
Term 4 Year 4 Band Primary Years

Unit/topic outcome description

Students work on refining their fundamental movement skills such as stability, locomotor and
manipulative movement skills. Through working individually, in pairs and team activities,
students will learn skills and strategies associated with a specific specialised sport.
Ultimately acquiring these skills will increase self confidence and participation in physical
activity now and in the future.

Thinking skills/
Essential Resources/
processes, key ICTs
learnings equipment
competencies

 Futures  Remembering  Digital camera  Pedometer

 Identity  Understanding  Computer/printe  Whistle

r
 Interdependence  Applying  Basketballs
 Video camera
 Thinking  Analysing  Appropriate
 Calculator clothing
 Communication  Evaluating
 Internet  Cones
 Creating
 CD player  Bibs

 Clock/stop  Teacher
watch resources

 Fax  Stopwatch

 Scanner

 Email

Strand Key ideas SACSA outcomes (verbatim)

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Physical activity and Key Idea Outcome 2.1
participation Students individually, in groups Confidently performs and repeats
or teams enhance their self- movement sequences with
awareness through developing, control, balance and coordination
refining and expanding their that in turn enhance their ability to
movement abilities and plan for and participate in a wide
strategies within an appropriate range of physical activities.
context of physical activities. Id In KC3
Id In KC4

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 Planning
Sequence of core
Key ideas Focus of Learning Resources
teaching events

Key Idea Re-introduce students to Lesson 1: Throwing and - Gym or

Students equipment and Catching outdoor
individually, in appropriate handling. - Students re-focus on basketball
groups or previous skills court
teams Students enhance their o Chest-passing
enhance their ability of foot and eye o Single arm throw - Basket balls
self- /hand movements and o Lobbing
awareness co-ordination. o Bounce pass - Whistle
through - Catching and - focus on technique,
developing, throwing a basketball preparation, propulsion - Cones
refining and with preferred and and follow through
expanding un-preferred hands. - Appropriate
their - Movement: Students clothing and
movement learn the fundamental Lesson 2: Dribbling footwear
abilities and movement rules in a - Dribbling whilst
strategies basketball game. moving - Coloured bibs
within an - Dribbling alternatively - Hand eye
appropriate with both hands coordination - Hats (if
context of - Goal shooting with - Alternate hands outside)
physical correct technique.
activities. - Boundaries: - Water
Id In KC4 personal, team and Lesson 3: Defence and availability to
physical. Attack keep students
- Block, boundaries hydrated
(personal space)
Students build upon self - Video camera
confidence and self (for
esteem. Lesson 4: Footwork assessment
- Shuffle, sidestep, purposes)
Students are able to pivot, start and stop
work cooperatively in - Behaviour
pairs or teams by using management
effective interactive Lesson 5: Shooting cards
communication skills. - Accuracy, free
throws, lay ups - Clock / stop
Students confidently watch
display basic leadership
skills. Lesson 6: Skill based - Teacher
games Resource:
All students dispel myths - Focusing on Pick up & run
about gender bias in incorporating skill vol. 3
sports. based movement

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Page 6
 Assessment

Record of
Criteria for Assessment Who will SACSA
assessme
assessment strategy assess? outcome
nt
Lesson 1: Observation: - Physical 2.1 Teachers
- Students display - Observe Educati Confidently have a record
accurate throwing with students and on performs and of individual
correct preparation, note Teacher repeats movement students in a
propulsion and follow performance sequences with variety of
through. in relation to: - Self control, balance media:
- Throwing & assess and coordination
Lesson 2: Catching ment / that in turn o Visual
- Students display hand - Dribbling reflectio enhance their represent
eye coordination and - Defence & n in ability to plan for ation such
Explosive movement Attack relation and participate in as photos
involving legs, trunk and - Footwork to a wide range of and
arms. - Shooting confiden physical activities. videos
- Team work ce and Id • In • KC3
Lesson 3: enjoyme o Informal
- Students strategically Product nt of Examples of notes
think in a forward motion Analysis: skills. evidence include involving
whilst simultaneously - Evidence of that the student: a
understanding students checklist
boundaries regarding performing - Taking - performs of
personal space and according to photos refined movemen
respect. the SACSA and movements t skills for
- Effective communication standards. video using both each
with classmates should footage sides of the student
also be apparent. Conferencing: to body equally
- Intervening docume with maximum o Formal
Lesson 4: with all nt possible control written
- Students must exhibit students progres in a range of report
bodily kinaesthetic during a s during activities (e.g.
coordination development class modified
- Assess body position in al stage of a perform sports,
regards to legs, arms skill, reassess ance to dancing,
and trunk the skill and provide swimming)
refine the evidenc
Lesson 5: action. e of - works
- Assess the ability - Self achieve
collaboratively
students’ exhibit when assessment. ments.
to create and
shooting in relation to Students will
plan movement
the preparation, discuss
sequences,
propulsion and follow progress and
and contribute
through. This also needs ideas with
successfully in
to be cross referenced class and
teams In • KC3
with the accuracy of teacher.
• KC4 • KC6
shots. Students will
also complete
a reflection - develops a
Lesson 6:
paper on their sense of
- Assess students in
learning reliability and
relation to how they
experience. responsibility
incorporate body
while
movement and ball
participating in
skills, as well as
activities (e.g.
participation and
accepting the
contribution to their
umpires’
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 team. decisions,
- The skills displayed by packing up
students should equipment) In
encourage a future
ability of specialised
sports.

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 Physical Education lesson planner
Lesson outcome(s) To display the skills required for this specialised sport, basketball, by combining the fundamental movement skills learnt within
this unit.
Year level 4 Class size 30 students Length of lesson 30 mines
Resources Whistle, full size Basket ball court with 2 rings, basket balls, appropriate clothing and footwear, mobile phone, stop watch.

Specific Activity Teaching Class organisation T

objectives points ime
Introduction Introduction: (1 –2 minutes) - Boundaries It is important that the class is
- Personal space engaged and involved. 4-7
1. Introduce expectations in regards to behaviour
mines
To revise skills learnt in the management - Refresh Dribbling Specialised Equipment:
previous five lessons. 2. When I speak students are expected to listen
(basic skill point) Approximately 30 basket balls.
3. When I blow the whistle it means stop what you
The lesson is based on are doing and eyes on me - Unacceptable The boundary lesson will look like
boundaries and the 4. Behaviour management cards will be visibly
revision of dribbling. behaviour will not this:
posted in the gym to prompt students
be tolerated
Revision Activity (4 – 5 minutes) - Skill, effort and
good
5. Boundary Game
6. Using the familiar skill dribbling, students will sportsmanship will
proceed along any line of the gym until they be praised and
come across another student. When “blocked”,
students must turn in the opposite directing students will be
ensuring no contact is made. rewarded. Rewards
7. After 60 seconds I will tell students that they can include: a phone
only dribble on specific lines (e.g. yellow)
8. Students will then be asked to alternate dribbling call home, happy
to their non dominant hand and continue. grams and general
9. Ask students to put the balls away apart from 3
praise and
balls and have them line up on the base line for
the next activity. encouragement.
Skill development Instructions:
- Line up along base - stop watch
Activity 1 line - 3 basketballs
Defence and Attack Activity: - When their number
Students use prior is called out they
knowledge to apply are to run to the
defence and attack skills centre of the court
[5-7
required to change 1. Students will be lined up along one baseline of to collect a ball.
the basketball court. - Students that mines]
tactical roles.
2. Number students from one to six. The first three collect a ball take
students are to collect a ball and place it on the on the role of being
ground in the centre circle of the basketball an “attacker”.
court. Students who do
Students utilize problem
3. When a number is called, the players with that not collect a ball
solving skills to take on the role of
number race to pick up the ball. The player who
effectively change picks up the ball attempts to dribble it to the ring being a “defender”
between attack and to score a goal. to only one
defence tactical roles. 4. The player without the ball: “attacker”.
a. takes up a defensive stance - Students have a 1
b. tries to gain possession of the ball and minute time frame.
is allowed to shoot for goal. - Important cues:
5. A point is scored by the player who: hands up, heads
a. picks up the ball up, correct
b. scores a goal defensive stance
6. Students get one minute to score a goal at - Feedback:
which the whistle is blown, they are to return the immediate
ball to the centre and start again. X X X X X X X X X X X X X X..
7. The next number is called. Each number will be
1 2 3 4 5 6 1 2 3 4 5 6 …...
called once due to time constraints.
8. The activity ends with students lined up on the
baseline.
X = student

= basketball

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 Instructions: - Students must work in
Activity 2 a team to achieve this (7
- 2 basketballs
mines)
Beat the Ball Activity: activity successfully.
The ‘Beat the ball’ - Students have to work - 12 cones number 1 to 6
activity focuses on 1. Divide class into four groups by numbering collaboratively and
combining a variety of
students along the baseline from one to four. efficiently thought fast
basket ball skills into a
flow of movement. In 2. Split two of the teams into running teams who movement skills and
particular catching and lines up on opposites corners of the basketball communication.
throwing, shooting,
court. - Support must all be
dribbling, running and
team work. Student will 3. The other two teams are the shooting teams who demonstrated for
be able to incorporate all line up in a zigzag formation in the middle of the maximum participation.
these skills into this
court. - Points such as correct
activity in order to reach
the goal of winning. 4. On ‘Go’ one member of both running teams run a skill position and
Students will be lap of the court, whilst the other two teams begin movement must be
encouraged to use
shooting. Once reaching the back of the other reinforced such as
accurate hand
coordination to shoot team, the next team member goes and so on until hand and stance
goals under the all team members have had a turn. Last runner position when
pressure of the timed
calls ‘Stop’ once reached home. shooting.
activity. The focus of
this activity is to build on 5. On ‘Go’ one member of both shooting teams being - Students must be
skills which will help passing the balls down the line to the last person aware of their team
student gain a stronger
(number 6) who runs/dribble the ball to the members and predict
grasp on specialised
sport. designated shooting spot (free throw line), has one what they do next.
shot at a goal, while everyone moves up a spot. - It’s important that the
6. The shooter takes number one’s spot and the teacher reinforces
passing is repeated until everyone is back on their student awareness of
starting position, or the running team calls stop. the specialized
7. Shooting and running teams swap over. movement skills.
8. The team with the most goals wins.

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 9. Ask students to line up along the base line
Conclusion Instructions:
- Team work Station 7 mines

Students’ legs

Move ball between

Team relay, which will - Evidence of skill 1
Relay Activity:
use the skills the based movement Move ball
students have learnt to over
1. Use a lead in activity such as the snake (follow - Such as:
date. Including shuffle,
the leader) to have students moving around the Catching, Station
grapevine, bounce pass, o
court as you put out the markers. (see diagram)
chest pass, dribbling, throwing, 2
and ball handling, as grapevine, Shuffl
well as team shuffling,
2. As you place down a marker get one student to e
cooperation. dribbling.
stay behind. this is their starting position Station
3

Chest pass
3. Once all students have a position, go through
the stations and what action needs to take
place. Explain that green marker are not Station
stopping positions, but rather passing through
stations. (see Station markers for instructions) 4
Grapevi
ne
4. Once all students understand the movements Station
and the rules, run game as a competition to see 5

Bounce pass
which team can complete the relay, with each
student ending at their beginning position.
Station
6
5. At the end of the game have each student pick
up their cones and bring it back to one central Shuffl
pile. e Station

Chest pass
Station 8

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 Appen dix A

Behaviour Management Strategies

Cards are to be on the wall throughout the lesson, and to be

reinforced by the teacher
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 Ap pe ndix B

Rela y Statio n Ca rd s:

Cards are to be displayed next to the corresponding cone or

marker as shown in the diagram

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 STATION 1 – OVER-UNDER TUNNEL BALL

Pass the ball between the legs of the first person,

then over the head of the second person, then
between the legs of the third person etc. Until it
reaches the person at station 2

**everyone moves up a position once the ball has

left station 2***

STATION 2 – SHUFFLE

Basketball shuffle to station 3

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 STATION 3 – CHEST PASS

Chest pass to the person at station 4

**once the person at station 4 has left, move up to station 4**

STATION 4 – GRAPEVINE

Catch the ball then grapevine to station 5

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 STATION 5 – BOUNCE PASS

Bounce pass the ball to the person at station 6

**once the person at station 6 has left, move up to station 6***

STATION 6 – SHUFFLE

Catch the ball then shuffle the station 7

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 STATION 7 – CHEST PASS

Chest pass the ball to the person at station 8

**once the person at station 8 has left, move up to station 8**

STATION 8 – DRIBBLING

Catch the ball then dribble the ball back to station

1 where you begin over-under tunnel ball.

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