Rich+Vleck

__**Note: the spreadsheet does not copy real well and so my timeframe and materials needed are not in line**__ 1. Acquire necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. 2. Acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. || 4. Critical thinking, problem solving, and decision making Instructional Objectives: Students will used a problem-based approach to better understand various scenarios presented when playing basketball, allowing them to be a better participant, as well as strengthening their creativity and communication skills. || 0-5 5-15 15-20 20-30 30-35 35-45 45-50 |||| **Instructional Activities** Entry Activity: “Hand Web”: Students will work in groups of 6-7 and make a spider web of hands grabbing two different students not next to them with each of their hands. Their task will be to collaborate cooperatively in order to “untangle” themselves from this web. Warm-Up Activity: “Crossing the River”: Students will work in same group with the task of “crossing” from one side of the gym to the other without having their body touch the ground. Using the provided materials, they will collaboratively develop a solution to this dilemma. Discuss spacing and movement in basketball with the importance of spreading out the defense, but also discussing as a defender how to handle this dilemma with diagrams on SMARTboard. “3-Man Break”: Using two courts, students will work in their four teams, two at each court and one on each end. Once the team on defense gets possession they are on offense attempting to score on the opposite end while the first three students lined up on the baseline will chase them down. This activity will force the offensive students to act quickly and pass the ball around. Teams will rotate and for every basket scored the team with the most will win. Students will get a quick break from activity and during this time will work with teammates on SMARTboard to analyze a better method to spreading the ball out on offense. “4-Man Rush”: This is a similar, high-paced activity, except there will now be six teams spread out amongst the two courts and the defensive will be expected to solve their problem more efficiently. Two teams will line up across from one another, when the ball is passed to an offensive player on the baseline that team will attack down the floor while the defending player across from the one that caught the ball will have to run and touch the baseline, in effect creating a “4 on 3”. The defense will have to communicate to have someone stop the ball and slide over to help their defenders. Students will need to be thinking throughout this process. Bring students back together to summarize concepts learned, solutions that were discovered and areas to improve on. || **Materials and Resources** None Rope Scooters Foam Rings SMARTboard Projector Computer Basketballs Pinnies SMARTboard Projector Computer Basketballs SMARTboard Projector Computer ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Basketball Awareness |||| Related Lessons: Cross the River ||
 * Grade Levels: 6-8 |||| Unit: Basketball ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * ==ACTION== ||
 * Before-Class Preparation: Break students into various groups that can be successfu. Get materials out. ||
 * During Class ||
 * **Time (Minutes)**
 * **Note student groupings, environmental modifications needed, etc:** Students will be allowed to select one partner to be on the same team with but other teammates will be selected in a method that makes each equal and allows more advanced students to aid those that have a more difficult time with the lesson. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students will be assessed firstly on their effort and communication throughout the lesson. In addition, they will be evaluated on their ability to comprehend the concepts of the lesson, including spreading out on offense and covering the correct areas on defense. This portion will be minimal during this lesson however as the students true comprehension of the lesson will be seen in upcoming lessons of this unit when this content is not the focus and must be recalled without indication.
 * Accommodations and Extensions:** The level of basketball experience will come in to play which must be recognized but more important will be students with learning or physical disabilities. Those with learning disabilities can be incorporated with stronger basketball students that can take leadership role quite easily while those with a physical issue will have to be dealt with on more of an individual basis.
 * Back-Up Plan:** If there is less than 24 students in the class or two courts are not available, groups will need to be come larger, with one group rotating off and analyzing their effectiveness on the SMARTboard during this time. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:** A rubric will used on this portion to assess their effort, communication and understanding. All of this will be done by viewing the students as they participate. It likely will become necessary to record video of at least the basketball portion to analyze the comprehension level of each student.
 * LESSON REFLECTIONS AND NOTES:** The basketball portion may not be enjoyed by all students but hopefully all learned how to take a problem and create a solution for it. By incorporating a problem-based lesson into this unit, students will establish a better foundation for how to participate in basketball and acquire skills within the activity that will encourage them to incorporate into a healthy lifestyle in the near and distant future. ||
 * LESSON REFLECTIONS AND NOTES:** The basketball portion may not be enjoyed by all students but hopefully all learned how to take a problem and create a solution for it. By incorporating a problem-based lesson into this unit, students will establish a better foundation for how to participate in basketball and acquire skills within the activity that will encourage them to incorporate into a healthy lifestyle in the near and distant future. ||

1. Acquire necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. 2. Acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. || 1. Creativity and innovation 2. Communication and collaboration 4. Critical thinking, problem solving and decision making 5. Digital citizenship 6. Technology operations and concepts Instructional Objectives: Students will get a better understanding for the inner workings of the game of basketball through trial, then collaboration among peers across technological platforms. || 0-5 5-10 10-30 30-50 |||| **Instructional Activities** Warm-Up: Spatial Tag- Students will select a partner to work with while three other students are “it”. The task of a pair of partners will be to get from one side of the gym to the other without both being tagged on the same trip. This lesson will help them develop teamwork skills and understand principles of spatial awareness. I will lead a group discussion with the class reflecting on lessons learned last week in our fast break activities. Answers will be compiled on the board. Students will take ideas learned from prior lesson and those discussed at the beginning of class and create a microblog in the computer lab. Students will use a Twitter account to post what they have realized through these experiences in 140 words with a hash tag specific to the class. Students will then review their classmate’s responses and then put their new knowledge into action. Students will play 4-on-4 basketball in a full-court format and will be evaluated on their fast break ability on both the offensive and defensive end. || **Materials and Resources** None SMARTboard Computer Lab Basketballs Pinnies ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Basketball Creativity |||| Related Lessons: Micro-blogging ||
 * Grade Level: 6-8 |||| Unit: Basketball ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Reserve computer lab ||
 * During Class ||
 * **Time**
 * (Minutes)**
 * **Note student groupings, environmental modifications needed, etc:** Students will be allowed to select one partner to be on the same team with but other teammates will be selected in a method that makes each equal and allows more advanced students to aid those that have a more difficult time with the lesson. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students will be assessed on their contribution in the opening discussion, their micro blog posted on to Twitter as well as their understanding of the concepts while in game play. As usual, effort throughout the lesson will also be factored in.
 * Accommodations and Extensions:** The level of basketball experience will come in to play which must be recognized but more important will be students with learning or physical disabilities. Those with learning disabilities can be incorporated with stronger basketball students that can take leadership role quite easily while those with a physical issue will have to be dealt with on more of an individual basis. For the blogging section, students will typing disabilities will have to be considered on an individual basis as well.
 * Back-Up Plan:** If a student does not have a Twitter account, I will have to aid them in quickly setting up one that will allow them to contribute. If more students are present than computers are available, I will pair up students that I feel will work swiftly through this portion. ||
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:** A rubric will be used to assess the three components of the lesson (collaboration, blogging and understanding) as well as effort being factored in. Micro blogs will be evaluated post-class while the other three components will be graded in real-time with the possibility of video aid being utilized.
 * LESSON REFLECTIONS AND NOTES:** This lesson is a rare occasion when all of the class is not spent centered on physical activity so it is important to get enough out of the micro blogging. Thankfully, not only should this lesson help each students to be better understand the concepts of basketball, but it should give them more experience with Twitter, particularly with its ability to voice short responses about content and strategy. ||
 * LESSON REFLECTIONS AND NOTES:** This lesson is a rare occasion when all of the class is not spent centered on physical activity so it is important to get enough out of the micro blogging. Thankfully, not only should this lesson help each students to be better understand the concepts of basketball, but it should give them more experience with Twitter, particularly with its ability to voice short responses about content and strategy. ||

1. Acquire necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. 2. Acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.. || 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving and decision making 5. Digital citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Basketball Vocabulary |||| Related Lessons: Digital Storytelling ||
 * Grade Level: 6-8 |||| Unit: Basketball ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will work use strengthen their collaborative skills to present basketball vocabulary to the class through digital storytelling means. They will also further develop their presentation and creativity skills as well. ||
 * ==ACTION== ||
 * Before-Class Preparation for Teacher: reserve computer lab

Before-Class Preparation for Student: research content on topic ||
 * During Class ||
 * **Time**
 * (Minutes)**

Before class

0-5

5-15

15-25

25-45

Homework

Following Classes |||| **Instructional Activities**

In order to efficiently get through content during class block, students will have had the homework assignment to research a skill of basketball and ensure that they know the key points of performing that skill correctly. In addition, they should collect files (videos or images) that they could place in their story. In the class prior (not the lesson above because this lesson precedes those) students were divided into groups of three The skills will be: jump shot, foul shot, lay-up shot, chest pass, bounce pass, triple threat position, rebounding and defensive position

Students will work get together with partners and share what they found when researching their skill for homework.

Students will construct a plan regarding what they will record as a 1 to 2 minute presentation of their skill. Each student will be expected to contribute in the process.

Students will act out their skill to create at least a portion of their story. With all but one skill (defense), a basketball should be used and with some skills (jump shot, foul shot, rebounding and lay-up) a basket will be required.

Class will move to computer lab where students will take the video they recorded and upload it to Movie Maker. Then, by incorporating the video or images they found off the Internet, they will work on completing their video. Each skill story should include a portion of both. Also, students may want to do a voiceover for the content.

In this portion, digital citizenship will be emphasized as any image or video will require proper reference, assuming that the fair use copyright is being upheld.

If students are unable to complete their videos on time it will be their responsibility to complete it for homework and have it sent to teacher to post on YouTube account for next class.

In the ensuing lessons, select videos will be shown at the beginning of class to help demonstrate skills. || **Materials and Resources**

Cell phone with video recording capabilities

Basketballs

Research

Basketballs Basket Cell Phone

Computer Lab Cell Phone Movie Maker

Projector Computer SMARTboard ||
 * Note student groupings, environmental modifications needed, etc: Groups will be divided up in groups of three with the stronger or weaker students in terms of basketball as well as ensuring each group had a student that was willing to use their phone to record. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be evaluated on their ability to take a skill of basketball and demonstrate it in a brief and lucid manner. It will also be important to monitor their level of comprehension with technological incorporation to aid their demonstration.
 * Ongoing Assessment(s): Students will be evaluated on their ability to take a skill of basketball and demonstrate it in a brief and lucid manner. It will also be important to monitor their level of comprehension with technological incorporation to aid their demonstration.

Accommodations and Extensions: The level of basketball experience will come in to play which must be recognized but more important will be students with learning or physical disabilities. Those with learning disabilities can be incorporated with stronger basketball students that can take leadership role quite easily while those with a physical issue will have to be dealt with on more of an individual basis. The same is true for the digital software used to create the skill story; those that are more comfortable with Movie Maker are expected to aid those that are less familiar or have trouble with the tool.

Back-Up Plan: If a group does not complete their story before the day I was planning on presenting that skill, I will have to reorganize the order of presentation. They will still need to be docked for this. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: A rubric will be used to assess the three components of the lesson (demonstration of skill, incorporation of technology, digital citizenship) as well as effort and cooperation being factored in. The students are responsible for reporting just one skill so that portion should be correctly done. There will be a larger grace window given for the incorporation of technology and digital citizenship as they are not the focal point of this physical education lesson.

LESSON REFLECTIONS AND NOTES: This is a great way for students to “master” the knowledge of one key skill in basketball. It will also be important in successive lessons to work towards understanding all eight components, but being able to teach a lesson challenges the students and forces them to realize the content better (Laureate Education Inc., 2010). This lesson should also give them a broader way of seeing how incorporation of electronic devices such as cell phones can and should be used responsibly in school. ||