Video Enhanced PE Lesson Plan

Grade: 4 Unit Title: Basketball Lesson: Shooting Time Required: 50 minutes Estimated Unit Length: 4 Weeks Maryland State Standard 3.0 Motor Learning Principles - Students will demonstrate the ability to use motor skill principles to learn and develop proficiency through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of situations. Standard III.A.1.a. Objective: Today students will demonstrate and recognize cues for shooting a basketball in order to learn more about offensive strategies. Relative Advantage: Instead of students viewing a teacher model or student model demonstrating BEEF, students will watch a YouTube video featuring an elite basketball specialist demonstrate the cues for correctly shooting a basketball. Assessments: -Pre-assessment Q&A at the beginning of class to see what students can recall about previous lesson, discussion on any previous experience with shooting a basketball. -Teach observation of students demonstrating safe practices and following directions during activity time; observation of shooting skills. -Formative assessment Partner checklist to assess shooting form. -Post-assessment Large group discussion about the partner checklist, specifically improvements that can be made, positive critiques -Class behavior assessment at the end of class: effort, behavior, preparation for class. Safety Rules and Procedures: - Students will use an age appropriate ball to practice the skill of shooting. - Students will be aware of the ball when practicing shooting or when they are assessing. - Students will make eye contact and have hands ready when passing/catching the ball. Equipment: - Basketball hoops, basketballs, clipboards/pencils, 1 checklist/student, floor tape. Warm-Up: - Locomotor skills around the perimeter of the gym - Dribbling a basketball stationary/moving

Chest pass/bounce pass with partner

Skill Progression T1 Students will sit in scatter formation to learn about the cues for shooting. We will discuss: - The objective - Video: Beef for Basketball o Discuss what the letters in B.E.E.F stood for. - Directions for independent practice T2 Students will work in groups of three to practice the correct form of shooting. During that time, students should provide each other with feedback. (3 5 minutes). T3 Students will gather back in to go over directions for the partner checklist. Demonstrators will be picked to model how the assessment will work. After demonstration, students gather back in their same group from the practice time and pick up their materials. T4 Students will begin working their group to complete assessment. Teacher will walk around the gym observing students work. T4 When time is up, students will clean up materials and return to squad spots. Closure Q&A assessment: What do you think the purpose was of doing the partner checklist today? What can one learn from their assessment? Who can give some positive feedback on what they saw when assessing their partner? What does B.E.E.F. stand for? What should the cues help you do? Discuss plans for the next lesson. Ask students if they have any questions. Dismiss students by squad lines to exit. Modifications: move floor tape closer to basket, modified ball, use of a lower basketball hoop Extension: If students complete the assessment before time is up, students can continue practicing shooting. Resources: "Elite Skills Training - "BEEF For Basketball"" YouTube. YouTube, 01 Sept. 2011. Web. 8 Mar. 2013.