KIN 361: Curriculum in Grades k-6 Fall 2010 Lesson Plan Format
Teachers Name: Ms. Buch & Ms. Carrera School and Grade Level: Holy Cross , 4th Grade Content of the lesson Skill Theme- Dribbling Movement Concept- Levels
Teaching Date: 11/9/10
Students are working on accurately dribbling a basketball while keeping the ball in control. Level of Skill Proficiency Upper Control and Lower Utilization Student Objectives: The student will be able to 1. (psychomotor): Dribble a basketball while in a stationary position or in motion, with or without defenders, with proper control including: keeping eyes up and the ball below waist level. Necessary Equipment Boom Box 11- 13 Basketballs 2 cones/ as many as possible Safety for Lesson- Make sure that the students keep their eyes up and have a good self space. Also the students must listen to the directions in order for the activities to work. National Standards 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts principles strategies and tactics as they apply to the learning and performance of physical activities ISBE Standards 19. A. 1 Demonstrate control when performing fundamental locomotor, non-locomotor, and manipulative skills. 19. B. 1 Understand spatial awareness and relationships to objects and people.
(3 min) Instant Activity: Everybody's it/ Sharks and Minnows. Description and Management: We will start out the class with one or two games of everybodys it. Every student is it and each student tries to tag the other student. When a student is tagged, he or she will start doing a physical activity. Example either jumping jacks, holding a plank, sit ups or push ups. When they are finished with the game we will move on to a quick game of sharks and minnows. We will select two students to be the sharks and the rest of the class will be the minnows. The students will run across the gym trying to get away from the two student taggers. Once a student is tagged he or she will become a shark. Once every student is a shark the game is over. (1-2 min) Set Induction: We will remind the students how they dribbled with there feet. Then we will introduce dribbling with their hands. We will do a demonstration on how to dribble the ball with their finger pads. Also we will show the correct control of the ball and the correct stance. (5-8 min) Activity 1: Cha Cha Dribble Description and Management: We are going to use the Cha Cha Slide as a way to get the kids moving with basketballs. Normally the Cha Cha Slide is a dance with your feet but, instead of using their feet they will be dribbling a basketball along with it. Students will dance the Cha-Cha slide according to its directions and add the dribble of the basketball with the number of "stomps" and right or left when the singer tells them. For example: "Right foot two stomps"= right foot two stomps and right hand two dribbles. "How low can you go?"= How low can you dribble? "Criss-cross"= alternate right hand/left hand dribble. "Everybody clap your hands."= bounce and clap before catching the ball. Backwards= dribble backwards. When he says hop this time= hop and dribble. Slide to the left/right= move and dribble in that direction. After we explain the activity we will instruct them to all get a ball and use all the space available, when we say go. CUES: Listen, Finger pads/tips. Self space, Control (waist level or lower), eyes up. (5-6min) Activity 2: Dribble Knock Out Game: Description and Management: The students will keep there ball, set it on the ground to listen to the next activities instructions. For this activity we will have the students dribble within the area inside the three-point line, to start off. The point is for the students to keep their dribble while they try to knock away other students dribbles. If their dribble is knocked away then they are out and will stand outside of the three-point line, anywhere else on the floor maintaining a controlled dribble. As more students get out then the playing area will decrease, for example, only dribbling within the paint of the basketball court. The game will end when there is one student left. We will play again if time remains. CUES: Eyes up, Finger pads/tips, boundaries, control. (5-7min) Activity 3:Dribbling around cones Description and management: The students will keep their basketballs. When we start a count down from 5 they will find a partner. There will be 6 or 7 cone obstacles lines evenly spaced out across the gym. Each obstacle will vary with cones either real close or farther apart. The students
will dribble and weave in and out of the cones. Therefore, the objective is to keep the fall as far away from the cone as possible, so the body is between the ball and the cones. They will go, there partner will go and both will come back. They will repeat trying to increase speed and control. CUES: Eyes up, Finger pads/tips, control, body, ball, weave, cones (5-6min) Activity 4: Two team cone knock out. Description and Management: We will have the students put away their basketballs away and get into a group. While one of the teachers is explaining the game, the other will go around the gym placing cones around. The cones will be split up, half up and half on their side. The teacher will count the students off one, two and that will be their teams. Each team will be assigned to either place the cones up right or knock the cones over. While they are either knocking the cones or picking them up they have to be dribbling the basketball. We will say go and let the kids play for 30 seconds. When the time is up we will count the number of cones that are up and down. The team with the most cones knocked over or up wins. We will then start the game over, evenly distributed. CUES: Eyes up, FInger pads, Control. (2 min) Closure: We will go over how to dribble the basketball. One of the teachers will ask the difference between dribbling with their feet and hands. We go over what defenders do and ask what was harder. If they thought it was harder to dribble alone or against a defender.
