Names: Maggie Grigs & Lauren Cooper

Content/Skill theme:Basketball assessment

Lesson: End of unit
Date: April 14th, 2016
Grade: 7th
Class Size: 14
National Standards & Outcomes
Standard 1: Standard 1. The physically
literate individual demonstrates competency
in a variety of motor skills and movement
patterns

SES Lesson Plan form

Equipment: 1 basketball, 4 Pennies, 8 QR sheets, Paper and Pencil
for all students

State Standards & Outcomes

S1.1.D Identify and describe key elements in
the mature performance of overhand, sidearm,
and underhand throwing catching; kicking
and punting; striking; trapping; dribbling
(hand and foot); and volleying (DOK 1-2)

District Standards & Outcomes

District Standards and Outcomes align
directly with the Colorado Department of
Education State Standards and Outcomes in
this area.

Standard 2. The physically literate individual

applies knowledge of concepts, principles,
strategies and tactics related to movement and
performance.
Standard 5. The physically literate individual
recognizes the value of physical activity for
health, enjoyment, challenge, self-expression
and/or social interaction.

Psychomotor
Cognitive
Affective

Student Objectives (ESWBAT)

ESTWBAT successfully demonstrate basic basketball skills and
strategies throughout small sided game
ESWBAT answer 6 out of 8 questions correctly referring to our
basketball unit using QR codes
ESWBAT explain the value of basketball as a form of physical

Assessment
Observe while students are playing
Assessment Sheet
Assessment sheet

activity while at the 8th QR code station

Teacher Objectives
1. Effectively integrate technology during the lesson
2. Quick and efficent transitions from each QR code station
3. Teachers never let a safety concern go unrecognized or unaddressed
throughout the entire lesson.

Assessment
Teacher will use Team Shake app and have students use QR codes
during lesson time
Teachers will keep transitions within 15 seconds between each QR
code station rotation
If the teachers addres every safety concern observed during the lesson,
then the objective is met.

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(Dragons Tail Tag) - (Instant activity )

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Time
(min)

Each student will have a scarf tucked into their pocket or back of their
pants.
Students will try to pull each others tails.
Once a tail is pulled, the student will hand the scarf back to the other
student. The students who tail was pulled will walk to the outside of
the boundary and pick one of the four exercise stations posted on the
wall. Once the student completes the task on the wall, they may join
the game again.
Students are not allowed to swat ha nds away from grabbing their scarf.
Students may not hold scarfs, ties scarfs or tuck them in their pockets.
Scarfs must be visible at all times.
Use progression walking, skipping, galloping, jogging

N/A

Script

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(Set induction) - (Informing)

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Time
(min)

2
minutes

Script

Re- cap last class

basketball unit
skills
rules
history
Preview for today
end of unit assessment
small sided games
QR code stations

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)
Boundary is the basketball
court.
One exercise station will
be placed on each wall.

N/A

N/A

Exercise stations will be

printed on sheets of paper
and hanging on the wall.
Safety
Be aware of surroundings
Keep your head up

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

N/A

N/A

Students will be huddled

up around teacher listening
intentivly

Time
(min)

2 o
minutes

o
o
o

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(instruction) - (informing task)
Small sided Basketball and QR code stations
Using the team shake app we will divide the groups into teams of three or
four while they use skills, technique, and strategies from previous
knowledge and what they learned in class to play small sided basketball
games.
class divided into two groups using Team Shake App
one group=6
one group=7
Basketball
3 v 3 basketball
one team will have four and rotate in after every made basket
QR code Stations
Students must have phone, tablet, or IPad available with the QR code app
downloaded on it. They will scan the two QR codes at each station to
answer questions and complete a work out until it is time to go to the next
station.
8 total stations
1 minute per station
each station has one question to answer on sheet shown below
each stations has a work out to do until 1 minute is up
Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

NASPE
Standrard 1
NASPE
Standard 2
N/A

NASPE
Standard 3

Students are standing in

half circile listening to
intruction

Cognitive
Objective

Script

Time
(min)

Student Activities
(For each task add at least one idea
for intra-task variation or teaching by
invitation)
(Transition)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

N/A

N/A

Use shake app to devide

30
seconds

Divide into two groups using Team Shake app

Rotate from station to station (15 second max)

teams
One group of of 6 and one
group of 7

Script

Time
(min)

16
minutes
(8

minutes
per
group)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(Small sided basketball) - (Application)
students will be playing 3v3 full court basketball
Lauren will be officiating

Student Activities
(For each task add at least one idea
for intra-task variation or teaching
by invitation)

Performance Cues

NASPE
Standrard
1
NASPE
Standard 2

Intratask variations
if students are struggling with full court, turn it into half court
Have them switch between a man to man defense and zone
encourage safe screening or offensives play set up if they need to be
challenged

Standards
&
Objectives

N/A

Pyscho
Objective
Affective
Objective
Cognitive
Objective

Organizational
Arrangement
(include Grouping &
SAFETY)
Students will be broken in
to two teams 3-4 players
per team.
They will use the full
basketball court while
playing
Safety: Officiating to keep
game under control
Play with control

Script

Time
(min)

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(QR Code stations) - (Assessment)

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

N/A

NASPE

One student at each station

16
o
minut
o
es
(8
minuto
es per
group
)

There will be 8 QR code stations set up around the perimeter of the gym
Each student will have a sheet of paper, pencil and an electronic device that
has a QR code scanner app downloaded on it
At each station students will scan QR code under the question number.
The question should appear in app
Students will then answer the question on their sheet of paper
After the question is answered, students will perform the exercise
listed on the sheet until the time is up
A QR code is avaible for a demo of each exercise
The students will spend 1 minute at each station before rotating

Standard 2

One minute per station

NASPE
Standard 5

Students will need:

assessment sheet, pencil,
electronic device with QR
code app

CO

S1.1.D
Cognitive
Objective

Maggie will be walking around helping with questions and giving

feedback about exercise form when needed

Affective
Objective

Safety: Students need to

make sure they perform
each exercise correctly
Stay outside of basketball
court boundary lines

Script

Time
(min)

1
minute

Goal Orientation
(Instant Activity, Informing,
Extension, Refinement,
Application, Assessment,
Transition, or Closure)
(Closure) - (Informing)

Student Activities
(For each task add at least one idea for
intra-task variation or teaching by
invitation)

Performance Cues

Standards
&
Objectives

Organizational
Arrangement
(include Grouping &
SAFETY)

N/A

N/A

Students are standing in

half circile listening to
intruction

Recap lesson
Ask how comfortable students are using QR codes on scale from 1Preview to next class

Annotated Bibliography
Team Shake App
R. (2010, October 9). Team Shake (Version APP). Retrieved April 10, 2016, from http://www.rhine-o.com/
Team Shake is an app that is enviromentally friendly a technologically convienent. It can be used for grouping of any sort, there for is a great
classroom management tool. It can hold class rosters and split students into teams with just an easy shake of the phone. It can seperate students
based on ability level, grade, gender at random ect.. This is a very effecient way of grouping in the classroom. Team Shake states The app is

designed with ease of use and simplicity in mind. In this lesson we use this to manage our groups quickly into stations and then again into
basketball teams.
QR Code Generator
Create your QR code for free. (n.d.). Retrieved April 10, 2016, from http://www.qr-code-generator.com/
This is a website that allows free creation and downloading of QR codes. The website generates QR codes that connect to eight different
variations of communication; these eight areas consist of URLs, Vcards, text, emails, SMS, Facebook, PDFs, and MP3. By using a QR code,
individuals can accesses a plethora of information in many different ways simply by scanning the code with a QR code reader. By
incorparating QR codes within a Physical Education lesson, it allows the teacher to communicate with the students in more effeicent and
effective ways creating limitless oppurtunities for activities. In this lesson we used the QR codes for a cognitive basketball assessment as well
as effectivie managment of students.

Reflection
1. What technology did you choose to use and what purpose did it INTEND to serve in the lesson (i.e., was it used for management,
assessment, demonstration, delivery, etc.)?
The main form of technology that was used during our end of the unit basketball assessment was QR codes and QR readers. we also used the
team shake app for small managerial tactics, however that did not serve as big of a purpose as the QR codes. These were posted on the walls
around one half of the gym and students used there QR readers on the device of there choosing to scan assessment questions and work out
video that they were expected to perform. The QR codes were used as an assessment tool. However, the primary purpose was inteded to be
classroom managment. Our hopes were that it would cut down on instruction time, especially with the demonstration of the various work out
activities as well as making transition and waiting time smoother. Overall, both forms of technology were mainly implemented into our lesson
for managerial purposes.
2. How did you manage the technology (distribution, set-up, collection, etc.)?
With the QR readers were formed online and printed prior to the lesson. We then posted the sheets of paper around half of gym in cronological
order from 1-8. This took no longer that three to five minutes making set up and take down easy. Before the lesson we asked the students first
download the QR app and secondly to have there phones in a place that was easily accessable when it comes time for the assessment portion of
the lesson. There was a greater amount of time put into preperation for the QR readers than was with actual in class management portion of the
technology.
3. Did the implementation of the technology go as planned? Why or why not?
The implementation of the QR readers and the Team Shake app was smooth and went as planned. Looking back at our lesson there was
definently different ways that we could have utilized the QR readers, perticularly for assesments. However, actually using them effeciently in
the class was not necessarly an issues during our lesson. Our hopes was that it would cut down on instruction time when it came to the differnt
work outs at each station. It did in fact do that, which helped us get through our verbal explanations very quickly and effectively.
4. Could you have taught the same content/completed the same task without the technology? Explain your answer.
We could have taught the same lesson without the technology of QR codes. We used stations that consisted of two QR codes, one for the
question of the cognitive assessment and one for the model of an exercise. Instead of using the QR codes, we could have actually printed the
question on the paper so that it would not have to be scanned and could just be read right on the paper. Instead of having QR code that
directed the students a video that demonstrated how to do an exercise, we could have simply put a picture on the paper of how to do the
exercise. By having the actual question and a picture of the exercise on the paper, we could have eliminated the use of the QR codes and
therefore this lesson could have been done without technology.

5. How did the technology enhance the lesson, if at all?

The use of the QR codes enhanced the lesson by helping with management. Questions from students were minimal because they could watch a
demonstration video of how to do each exercise. Without the video students may not have known how to do each exercise and therefore the
teacher would have had to instruct each student how to do the exercise. By having the QR codes for the questions it took out one aspect of
cheating. Students couldnt just walk around the sheets and read the questions and tell their friends the answers. The students couldnt know
the questions by just looking at the QR codes so there was no way to decipher which QR code went with each question. Overall, the use of our
technology could have enhanced our lesson better, but for our first lesson incorporating technology, we did the best we could to enhance the
lesson with QR codes.
6. If you were to teach this lesson again, what would you do differently with regard to the technology?
If we were to teach this lesson again, one thing we would do differently is use google forms. Instead of having the QR code connect to a text
that states the questions and then having the students write their answers on an answer sheet, we would have the QR link directly to google
forms. On google forms we would create all of our questions and then the students would scan the QR codes and that would connect them to a
questions that they could answer directly on their phone. By using google forms, all of the data of the assessment would already be uploaded,
eliminating the hassle for the teachers to have to grade each question and individually input data. Another thing we would change within our
lesson is addressing integrity. During our lesson we had one student use the internet to look up the answers to the questions. Although the
teacher caught him, we still feel like addressing the issue of integrity would decrease the likelihood of students using the internet to cheat. We
also thought about having all students turn their phones to airplane mode to that they could not assesses the internet. However, this would also
limit the information that the QR codes could connect to. Another improvement we could have made to our lesson was to have the students do
something basketball related instead of do exercises. So the QR codes would not have linked to a video of an exercise demonstration, it could
link to a dribbling video, shooting video, etc. Students could then analyze the videos and either give suggestions on how the form could be
improved or write cues that they observed.