Michael Medina

Michael Medina Unit Plan: Basketball

Michael Medina

Unit Plan: Basketball Grade level: 6th grade Number of classes: 8 Class size: 25 Time per class: 45 min Rationale: This unit will be focusing on the fundamental skills and rules of basketball. The students will learn how the game of basketball is played while also working on their physical fitness. The skills and strategies the students will learn can be incorporated with any other sport or group activity. Two key concepts that will be touched are teamwork and sportsmanship. These are seen during sporting events but even more during school. Many teachers like to have their students working in groups to help split up the work. They will have to learn their role and figure out what they need to do to accomplish their task just like in basketball. The students will improve on these two concepts and also their communicational skills. Communication is a big part in team sports because you need to have trust in one another to make the proper decision. They will also learn the rules and how they are applied. Decision making plays an important role when trying to score or defend the opponent. Increasing their knowledge in strategies and the rules will allow the students to think on their own and see what works the best. Many sports require the participants to actively move and basketball is no exception. You must be fit to last the entire game so playing basketball will improve their endurance at the same time. Incorporating sports with working out allows the students to not only gain the benefits of the sport but also improving their overall fitness, Basketball is also a highly skilled game that requires time and effort to improve. This unit will introduce the students to some of these skills that they can work on once they learn the basics. The unit will cover passing, ball-handling, dribbling, shooting, offensive and defensive strategies. Some other attributes that will benefit from this unit are hand-eye coordination, strength, speed and agility. Basketball is a game that can be played all year round. This allows the students to work on these skills and improve their fitness levels not only as students but also adults. This is a lifelong activity the student may use not only for working out but also enjoyment. Once the unit is over the students will show improvement with these skills, increased knowledge of the rules and overall improved fitness. The unit will follow the following New Jersey Core Curriculum Content Standards: 2.1.6.D.1- Summarize the common causes of intentional and unintentional injuries in adolescents and related prevention strategies 2.2.6.A.1- Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others 2.2.6.B.1- Use effective decision-making strategies 2.5.6.A.1-Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).

Michael Medina

2.5.6.A.2- Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic environments 2.5.6.A.4- Use self-evaluation and external feedback to detect and correct errors in ones movement performance 2.5.6.B.1-Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, and team activities. 2.5.6.B.2- Compare and contrast strategies used to impact individual and team effectiveness and make modifications for improvement 2.5.6.C.1- Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior 2.5.6.C.2-Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety. 2.6.6.A.6-Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness.

Behavior Management: 1. Wear the proper footwear and clothing 2. When the whistle blows students must stop, look and listen 3. Report all injuries to the teacher immediately 4. Show respect to one another 5. Play fair 6. Do not put yourself or anyone else in danger 7. Line up in assigned spots 8. Do not misuse any equipment 9. Keep hands to yourself at all times 10. Have fun in class but not at the expense of others Promote Positive Behavior 1. Have students establish their own expectations early in the year and check back to see if any improvement was made 2. Include students in important class discussions 3. Reward students when adhering to class rules 4. Hold students accountable for their own actions 5. Wait for students attention before moving on 6. Provide positive feedback when students do things right 7. Provide consistent expectations for the entire class not just individual students 8. Be organized to have students active and motivated 9. Dont reinforce negative behavior by bringing attention to it. 10. Do not use physical activity as punishment

Michael Medina

Technology 1. Power Point 2. Smart boards 3. Projection systems 4. Instructional videos 5. Interactive online materials 6. Problem-solving software 7. Camcorders and digital cameras 8. Timing devices 9. Graphs and charts 10. Sound system instructional CD Objectives: Cognitive: 1. Explain the rules and strategies that are used in basketball (2.5.6.B.1) 2. Demonstrate the relationship of force and how it affects your shooting (2.5.6.A.2) 3. Test students knowledge on which offensive or defensive strategy is more effective (2.5.6.B.2) 4. Test the knowledge of the students to understand the different roles in basketball (2.5.6.C.1) 5. Students will be tested on the rules and safety of basketball (2.5.6.C.2) Affective: 1. 2. 3. 4. Use information from the teacher and peers to improve performance (2.5.6.A.4) Improve frequency of physical activity with the use of sport (2.6.6.A.6) Students aid in the creation of rules to prevent injuries/accidents (2.1.6.D.1) Demonstrate good communication skills when working in a group (2.2.6.A.1)

Psychomotor: 1. 2. 3. 4. 5. Demonstrates the correct shooting form (2.5.6.A.1) Demonstrates the ability to correct themselves and peers (2.5.6.A.4) Identifies formations and adjusts on own (2.5.6.B.2) Students will be able to adapt to their surroundings (2.5.6.C.2) Students will be able to distinguish/communicate with their body language (2.2.6.A.1)

Michael Medina

Scope and Sequence:

Basketball

Pre-test

Basic basketball skills

Introduction to rules and safety

Ball-handling

Dribbling
Use finger pads to control the ball when moving

Triple threat position: 1. 2. 3. Shoot Pass Dribble

Be comfortable with the ball in either hand

Hold the ball close and tight to body to maintain control

Hand-eye coordination Adjust to speed and direction going through cones

Passing
Stationary, Moving, & with a Partner

Shooting
Stationary, Moving, & with a Partner

Stationary partner passing: 1. 2. 3. Bounce pass Chest pass Overhead pass

Passing to partner while moving

Shooting: 1. 2. 3. Free throws Lay ups Jump shot

Around the world partner shooting drill

Partner shooting star drill

Defensive Strategies
To show how defenses work

Offensive strategies

Stationary and Moving, Stationary and Moving,

Zone defense

Man-to-man defense

Score on a zone defense

Score on a man-toman defense

Post-test
Teamwork Ball-handling, Dribbling, Passing, Shooting See how students work together and communicate in a game-like environment

Tournament

Use of strategies To see how the students adjust on offense and defense to succeed in the game

Michael Medina

Assessment: Cognitive: 1. Students will show knowledge of the rules and of safety by scoring an 80% or higher. 2. Students will show the understanding of basketball strategies by participating in gamelike situations. 3. Students will be able to explain how much force is needed depending on the location of the shot on the court. 4. Students will be able to explain each position by a written explanation. Affective: 1. The teacher will observe the students and evaluate them by their enthusiasm and participation. 2. Students will use good sportsmanship and communication skills. 3. Students will be on time and prepared to participate. 4. Students will write a summary of the unit and discuss what they like and didnt like. Psychomotor: 1. Students will demonstrate good dribbling skills by dribbling up and down the court in 20 seconds or less. Students must also weave through the cones up and down. (Not timed) 2. Students will show correct shooting by making 6 out of 10 free throws and 5 out of 10 jump shots. 3. Students will demonstrate correct passing by completing 4 out of 5 passes in each bounce pass, chest pass and overhead pass. 4. Students will perform ball-handling drills using the correct technique.

Michael Medina Grading Policy

Class ParticipationSkills AssessmentBehaviorAttendanceTotal-

25 pts 25 pts 25 pts 25 pts

100 pts

Students will be graded in the following 5 key concepts. 1. 2. 3. 4. 5. Effort Demonstrates motor skills Demonstrates an understanding of movement concepts and principles Participates in/understands a healthy level of physical fitness Demonstrates responsible personal & social behavior

These key concepts will be part of the weekly PE program and will be continually assessed by the students and the teacher. FOUR-POINT PERFORMANCE SCALE Students will be rated on a Four-Point performance scale Level 1 - Student is experiencing difficulty understanding the standards covered in this reporting activity (area of need) Level 2 - Student is near the expectations for the standards covered in this activity Level 3 - Student meets expectations for the standards covered in this activity Level 4 - Student exceeds expectations for the standards covered in this activity Mastery - The Student's work consistently demonstrates that s/he understands and applies the Physical Education content standards. Mastery of the content standards can be achieved at any point of the year. BEHAVIOR GRADING RUBRIC 4= Above grade level expectations 3= Meeting grade level expectations 2= Working toward grade level expectations 1= Needs work. Below grade level expectations