UnitPlan Basketball
UnitPlan Basketball
Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Cognitive Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE #2 MA CF #2.17
Unit Outcomes SWBAT identify four reasons why they should keep their head up while dribbling the basketball. SWBAT recall the meaning of the acronym BEEF to help with their basketball shooting.
Content See your teammates See the defense See the out of bounds lines See where the basket is Balance the ball on your shooting hand Elbow stays directly under the ball and over your knee Eye on the target (the front of rim) Follow through snapping the wrist high over your head Dribbling Skill Cues: Finger pads Waist Height or Lower Eyes up Bounce Chest Skip Baseball Knockout Notre Dame Passing Game Dribble Elimination Hot Shot Rules of Basketball Basketball Skills
NASPE #2 MA CF #2.17
Teacher questioning
NASPE #2 MA CF #2.17
Teacher questioning
NASPE #2 MA CF #2.17
Unit quiz
SWBAT identify different games they can play to practice their basketball skills.
NASPE #2 MA CF #2.17
Unit quiz
SWBAT demonstrate their knowledge of the rules and skills of basketball by scoring 75% or higher on the culminating quiz.
NASPE #2 MA CF #2.17
Unit quiz
Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Affective Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE # 5 MACF # 2.26
Unit Outcomes SWBAT identify and abide by classroom rules and routines. SWBAT demonstrate positive sportsmanship amongst peers.
Identifying encouragement and enthusiasm towards peers Safe Play Self Control
Daily Grade
Informal observation of students ability to be aware of surroundings Daily Grade Teacher questioning
Importance of team effort in having a successful volleyball team Communication in drills & game-play settings Skill awareness Positive encouragement
SWBAT communicate efficiently to optimize success. SWBAT understand different skill levels and strengths amongst peers.
Teacher observation
Basketball Unit Unit Outcomes/State & National Standards/ Content/ Assessment Psychomotor Domain Grade Level: 8th Experience Level: Control/Utilization MACF & NASPE Standards NASPE # 1 MACF # 2.17
Unit Outcomes SWBAT demonstrate a proper basketball shot using the BEEF acronym.
Content Shooting Practice Knockout Hot Shot Relays 4 Types of Passes Notre Dame Passing Game
SWBAT perform a proper chest pass to a teammate during gameplay. SWBAT demonstrate a proper dribble during skill practice and gameplay. SWBAT demonstrate offensive strategies with their teammates during gameplay. SWBAT demonstrate defensive strategies with their teammates during gameplay. SWBAT demonstrate improvement in their basketball skills by the end of the unit.
NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17 NASPE #1 MACF # 2.17
Teacher observation
Warm-up with basketball Dribble Elimination Relays Offensive strategies Combination play
Teacher observation
Teacher observation
Man to man marking Zone defense Proper defensive form Ball Handling Skills Shooting/Lay-ups
Teacher observation
20%
Component 2: Skill Development Students will complete a peer evaluation at the beginning and end of the unit to assess their psychomotor growth.
20%
Component 3: Daily Grade Students will receive a number grade each class. The grade can be a maximum of 5 points, and a minimum of 0 points.
80%
Daily Grade Criteria
Grade of 5 points: Positive participation/demonstrates enthusiasm Follows directions/willingness to work & learn Shows respect for other students & teachers Cooperates/works well with all students & teachers Shows good sportsmanship Ready for class on time Deduct one or more points for the following: For being inattentive/talkative during class For lack of effort For being off-task/unable to follow directions For lack of self discipline/control/motivation For inappropriate language For being late for attendance/class For chewing gum For not locking locker between classes Grade of 0: Unprepared with PE clothes and/or sneakers Disruptive or abusive behavior
NAME: ____________________________________
CLASS: 6F 6G 7F 7G 8F 8G
BASKETBALL QUIZ 1-5. WHAT ARE THE FIVE SPECIFIC POSITIONS: _____________________ _____________________ ______________________ _____________________ _____________________ 6. PART OF YOUR BODY YOU DRIBBLE WITH: _______________________ 7-10. FOUR REASONS WHY YOU KEEP YOUR HEAD UP WHILE DRIBBLING: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________ 11. THE GAME PLAYED IN CLASS WHERE YOU HAD TO SHOOT FROM THE FREE THROW LINE: ________________________________ 12. THE ONLY PERSON WHO CAN GET YOU OUT IN THE GAME IN QUESTION 11: ___________________________________________________________ 13. THE GAME PLAYED IN CLASS WHERE YOU SHOT FROM DIFFERENT NUMBERS (NOT BASKETBALL GOLF): ________________________________ 14. GAME PLAYED IN CLASS WHERE YOU COULD ONLY DRIBBLE THREE TIMES: ________________________________________ 15. GAME PLAYED IN CLASS WHERE YOU HAD TO KEEP YOUR DRIBBLE: ________________________________________ 16-20. FOUR TYPES OF PASSES: _________________ __________________ 21. THE TEAM THAT HAS THE BALL: ______________________________ 22. THE TEAM THAT DOES NOT HAVE THE BALL: ______________________________ 23. THE CLOSEST SHOT YOU CAN TAKE, BESIDES A DUNK: ______________________________ _________________ ________________
24. NUMBER OF STEPS FOR THE CLOSEST SHOT YOU CAN TAKE BESIDES A DUNK: 25. WHERE DOES MOST OF THE STRENGTH COME FROM IN YOUR SHOT: _____________________________________ 26. WHAT YOU DO AT THE END OF YOUR SHOT:
E SPOTS ON THE FLOOR: ______ = Baseline ______ = Sideline ______ = Half-Court ______ = Elbow ______ = Key ______= 3 pt. Line ______= Block ______ = Free Throw Line
H D C A G F
B
BONUS: 3 PTS EACH 1. WHAT WAS THE FIRST BASEKETBALL HOOP MADE OUT OF (BE SPECIFIC)? ______________________________________________ 2. WHO INVENTED BASKETBALL? ______________________________________________
See your teammates Small forward The person behind you Dribble Elimination Hot shot See where the basket is Center Bounce Shooting guard See the defense Knock out Defense Lay-up
Legs Skip See the out of bounds lines Point guard Baseball Finger tips or finger pads Chest 1 Offense Follow through Power forward Notre Dame Passing Game
See your teammates Small forward The person behind you Dribble Elimination Hot shot See where the basket is Center Bounce Shooting guard See the defense Knock out Defense Lay-up
Legs Skip See the out of bounds lines Point guard Baseball Finger tips or finger pads Chest 1 Offense Follow through Power forward Notre Dame Passing Game
WMS Physical Education Basketball Skills Assessment Name:______________________________________ Observer:_______________________ Date:_______________ Ball Handling: Around the back left: __________ Around the back right:_________ Figure 8 left:__________ Figure 8 right:_________ Quick Hands: ____________ Class: 6F 6G 8F 8G 7F 7G
Observer:_______________________ Date:_______________ Ball Handling: Around the back left: __________ Around the back right:_________ Figure 8 left:__________ Figure 8 right:_________ Quick Hands: ____________ Shooting/Lay-ups: Foul shots:__________/5 Right side lay-ups:__________/5 Left side lay-ups:_____________/5
Results of Assessment In my middle school basketball unit I tried to be much more selective with my assessments while still measuring in all three domains. In this unit I used three formal assessments. The psychomotor assessment was a peer skills assessment performed on the first and last day of the unit. The affective skills assessment was a daily grade given to students based on specified criteria. The cognitive assessment was a quiz at the end of the unit. The peer skills assessment was helpful in seeing how students progressed throughout the unit. Most of the students did a good job filling out the form, but if I were to use this assessment again I would demonstrate filling it out on the whiteboard to ensure the students understand. I did not include much ball handling skill practice in the unit, so to measure pre and post results for this category did not really help me demonstrate student learning. For next time, I would include shooting, lay-ups, and dribbling in the skills assessment. Another thing I did not really like about this assessment is that it focused on outcomes rather than performance. Just because a student did increase the amount of foul shots they could make by the end of the unit does not mean that they did not improve their form. For my next basketball unit, I would definitely like to do an assessment that focuses on improvement of performance. The affective assessment was very easy to do and was really helpful in determining a grade for students each day. The one conflict I had in implementing this assessment was that I did not always know every students name when I needed to take away points. This was a quick fix because I could just ask one of the other students. This assessment helped me learn names quicker because it gave me an extra reason to really focus on them. I would definitely keep this assessment for future units, but may want to incorporate another affective assessment as well. The cognitive quiz was a very traditional form of assessment that allowed students to demonstrate what they learned throughout the unit. The students had an overall average grade of 84 on this quiz. There were many students with perfect scores, but also some as low as 25. I believe that these grades can be attributed to lack of studying, poor attendance, not paying attention in class, or student has an IEP. For future assessments where there is such a fluctuation in grades, I need to make sure I ask the students why they had a hard time with the quiz. This will give me a better idea of how to change my assessment or my teaching. All in all, I think the assessments given were effective in measuring student progress towards the learning objectives. After trying these assessments out once, I have a good idea of what I need to change in order to make them more effective next time around.
The closest shot you can take, besides a dunk: Lay-up Number of steps for a lay-up: 1 Where does most of the strength come from in your shot: Legs What you do at the end of your shot: Follow through Spots on the floor: A= Baseline B= Sideline C= Half-Court D= Elbow E= Key F= Free Throw Line G= 3 point line H= Block
C D
B G H
Basket #1
Basket #4
Team #1: Hunter A. Elizabeth B. Harrison C. Olivia G. Mason H. Grace M. Sean O. Lydia R. Ashley S.
Team #4: Jacob B. Madelynne C. Chiara D. Savannah D. Colin G. Luke G. Jeffrey M, Cailin M. Nicholas Z.
Court #1
Team #2: Samantha B. Seamus B. Makem D. Sara G. Michelle L. Gracie P. Graham S. Michael S. Elanore W.
Court #2
Team #3: Kelsey A. Rachel C. Troy D. Sam D. Mackenzie H. Aiden M. Jenna N. Salvatore P. Jarrett R.
Basket #2
Basket #3
Basket #1
Basket #4
Team #1: Noah B. Kyle C. AbbeyG. Jonathon J. Victor L. Rebekah S. Elizabeth W. Tristan W. Edward W.
Team #4: Caleb A. Ethan A. Vivian C. Maximus G. Steven J. Katelyn K. Cameron M. Lauren S. Daniel T.
Court #1
Team #2: Michael C. Matthew C. Ben D. Lily E. Evan F. Abigail R. Felix T. Grace W. Terrell W.
Court #2
Team #3: Leah A. Jing C. John C. Gianna D. Pat H. Jacob L. Sean M. Carly P. Dominick R. Lesley V.
Basket #2
Basket #3
Basket #1
Basket #4
Team #4: Gabriella D. Mason H. Regan K. Jake L. Isaiah P. Alex P. Ryan S. Kelsey W.
Court #1
Team #2: Isabella B. Grace B. Zachary F. Maria G. Joshua K. Andrew R. Frasier V.
Court #2
Team #3:
Courtney B. Julia C. Jacob G. Dash G. Hannah J. Cameron M. Corey S. Matt W.
Basket #2
Basket #3
Basket #1
Basket #4
Team #1: Matt B. Justin B. Will B. Alyssa B. Kayla G. Faith G. Aislinn L. Ryan M. Saira Y.
Team #4: Sarah G. John K. Sterling L. Alexandrea M. Olivia N. Jack R. Nora S. Ben W.
Court #1
Team #2: Brenden D. Ryan D. Isabela F. Catherine G. Tess H. Matt P. Noah S. Kristiana V. Julia V.
Court #2
Team #3: Jack D. Brigid F. Margaret G. Jacob H. Hanna L. Samantha M. Alexander R. Dan R.
Basket #2
Basket #3
Basket #1
Basket #4
Team #4: Samantha D. Robert K. Brandon M. Emily P. Emma P. Zachary R. Brian S. Jarred W.
Court #1
Team #2: Kayleigh C. Nathaniel C. Sophia E. Francis F. Eric G. Nickolas S. Alyssa S. Summer W.
Court #2
Team #3: Jack C. Jared C. Isabella D. Keith G. Hannah L. Michelle N. Will R. Madalyn S.
Basket #2
Basket #3
Basket #1
Basket #4
Team #1: John B. Meghan B. Matt C. Megan H. Ian M. Jeff P. Sara S. Zoe T. Jon W.
Team #4:
Lloyd E. Emily G. Edward K. Emilie L. Nick P. Nick S. Sabrina S. Madison T. Matt W.
Court #1
Team #2: Jacob B. Jared B. Jacob C. Ashley G. Cameron P. Wyatt P. Caitlyn R. Victoria S.
Court #2
Team #3:
Omar A. Tim D. Sarah D. Kaila F. Sean N. Brianna O. Ashley S. Samantha V.
Basket #2
Basket #3
References "Basketball Shooting Drills - Knockout." BasketballCoach.com. BasketballCoach.com. Web. 6 Nov 2012. <http://www.basketballcoach.com/cgibin/basketball/basketball-drills/dc/Knockout-600.html>. Haefner, Jeff. "5 Things You Need To Know To Be a Great Ball Handler." Breakthrough Basketball. Breakthrough Basketball, LLC, 5 2010. Web. 4 Nov 2012. Herninko, Wayne. " Shooting A Basketball (B.E.E.F.) ." PE Central . PE Central, 22 2003. Web. 6 Nov 2012. <http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=72>. "Modified Games." Sporting Pulse. Aussie Hoops. Web. 7 Nov 2012. <www.sportingpulse.com/get_file.cgi?id=218282>. "Spectrum of Teaching Styles." The Landmark Styles Across the Spectrum. Spectrum Institute for Teaching and Learning, n.d. Web. 4 Nov 2012. <http://www.spectrumofteachingstyles.org/styles>.