Robyn Volek

Lesson Plan

Grade/Subject: Grade 1 Gym

Friday November 14, 2014

Unit: Basketball

Lesson Duration: 37 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g., aquatics and outdoor pursuits
Students will interact positively with others
Specific Learning Outcomes:
Students will demonstrate ways to receive, retain and send an object, using a variety of body parts and implements,
individually and with others

LEARNING OBJECTIVES
Students will:
1. Learn the proper technique for passing a basketball
2. Demonstrate their ability to chest pass
3. Play cooperatively with fellow students

ASSESSMENTS
Observations:
I will walk around and observe how students
are at chest passing
Written/Performance Assessments:

Key Questions:
Has anyone played basketball before? Does anyone
know how to chest pass?

LEARNING RESOURCES CONSULTED

Resource #1: http://www.breakthroughbasketball.com/drills/pairpassing.html
Resource #2: http://www.teachingideas.co.uk/pe/contents.htm

MATERIALS AND EQUIPMENT

Pylons
Dodge Balls
Dots

PROCEDURE
Introduction (8 min.):
Hook/Attention Grabber:
Before students go down to the gym, tell them to line up on the black line by the stage
Have them walk down to the gym
Once they are quiet, have students go to the other side of the gym and back doing each of these activities:
Speed walk
Gallop
Penguin walk
Frog walk
Crab walk
When they are done, have them come to the center circle
Assessment of Prior Knowledge:
Expectations for Learning and Behaviour:
I expect all students to behave and try to participate
Advance Organizer/Agenda:
Warm-up
Overhead passing practice
Cat-Mouse-Saver Game
Silly game of What Time is it Mr. Wolf?
Transition to Body:

Robyn Volek

Friday November 14, 2014

Body (20-25 min.):

Learning Activity #1 (5-7 minutes):
Ask students what type of passing we learned yesterday
Explain that we will be learning one other type of passing the overhead pass
Demonstrate how to do an overhead pass (the ball does not go behind your head, but rests just above your
forehead)
Make sure they know how to pass lightly dont want to hit anyone in the head!
Have them stand up and show you what a good overhead pass looks like
Tell them to aim for the chest of the person they are passing to, not their head
Arrange students on two lines facing eachother and partner them up with the person across from them
Have them show you what a overhead pass looks like without a ball
Call up students one at a time to grab a dodgeball
Once all students have a ball, let them try to pass back and forth
Walk around and observe how students are doing
Assessments/Differentiation:

If students struggle with passing, I will have them move closer in

I will walk around and make sure students are using the correct form and not hitting eachother in the head

If students are doing well with passing, I will have them take a step back and pass

Learning Activity #2 (7-8 minutes):

After a couple minutes of passing back and forth, I will have students take a seat
I will tell them we are going to play Cat-Mouse-Saver
Have a student explain the rules
Choose two students to play the cats and the savers
This time, instead of chest passing, they will be overhead passing
Play twice, switching up the savers and cats
Assessments/Differentiation:

Move the dots according to the skill level of passing and aiming

I will observe and see how students do with passing

Learning Activity #3 (8-10 minutes):

Have students take a seat
Ask them if theyve ever played What Time is it Mr. Wolf?
Explain the rules (one person will be Mr. Wolf and will stand at the other side of the gym with their back to
the class. The rest of the class will stand alongside the wall and call out What time is it Mr. Wolf?. Mr.
Wolf will reply with a time and the students have to take that many steps i.e. 4 oclock students take 4 steps
towards the wolf. Students repeat until the wolf replies with lunchtime. The wolf then tries to tag as many
students as possible. Students need to get back to the starting wall without being tagged. All the tagged
students become wolves with Mr. Wolf and stand at the other side of the gym.)
Play a couple times, switching up the wolf (the last person standing to be tagged can be the next wolf)
*Be the wolf the first time so students understand what they are supposed to do. Make sure students count out
how many steps they are taking
Assessments/Differentiation:

Closure (5-10 min.):

Consolidation/Assessment of Learning:
If we get through the activities faster than expected, play a game of tag
With a few minutes left in class, have students line up and get a drink
Ask a couple students to collect the dots and pylons for you
Transition To Next Lesson:

Reflection:
2

Robyn Volek

Friday November 14, 2014

Students loved the warm up game. It was a nice change from previous warm ups. I would
suggest asking the students what type of activity they want (i.e. gallop like a horse, hop like a bunny).
The passing went very well. Students knew the routine and where to aim. Again, students might
need more practice aiming the ball.
Using the same game as yesterday kept things running very smoothly, students loved playing it
again and easily picked up on the rules.
I didnt get a chance to get to What time is it Mr. Wolf? But that would be a nice warm up
game.