Dr.

Wyant (2014)
GRADE LEVEL: 3-4
CLASS SIZE: 50
LESSON LENGTH: 30
UNIT: Cumulative
LESSON #: Lesson 1 of 1
LESSON FOCUS: Basketball (dribbling), underhand throw/catch, soccer
(dribbling)
PREVIOUSLY LEARNED SKILLS: basketball dribbling, soccer dribbling,
passing & trapping, underhand throwing and catching,
FACILITIES: Blacktop/Grass
EQUIPMENT: Soccer balls, basketballs, yarn balls, bean bags, hula hoops,
cones
Student Learning Outcomes (SLOs):
Psychomotor: SWBAT dribble a basketball and soccer ball to the given task. SWBAT
execute proper cues and techniques for underhand throwing and catching, and chasing
fleeing and dodging.
Cognitive: SWBAT discuss strategies necessary to complete designated task(s).
SWBAT explain the cues of the skill for each discipline/skill.

Affective: SWBAT support their teammates and encourage one another throughout the
activity stations. They will high five one another when completing tasks and help one
another remember COTS.

Instant Activity: 5 minutes

Instant Activity: Simon Says 1 minute Intro

Students will be told to only complete tasks that are begin with Simon Says.
Incorporate dynamic warm up exercises, static stretches, jumping jacks, and
various locomotor and non-locomotor skills.
4 minutes

Dr. Wyant (2014)

LESSON BODY: 20 minutes
Activity
#1
Time
Set up

Basketball Dribble Mania

5 minutes

Students will be paired up and dribble from one side to the next and back. They will
hand the ball off to their partner who will do the same thing. They will then do this
with their non-dominant hand and repeat the same skill. Finally they will alternate
hands as they dribble down the line and back to their partner.
Time
1 min

Activity/COTS
T:S Demo

Refinement

Organization
Stations

4 min
Basketball Dribble Mania
(FACE)
Pairs
Activity Sharks and Minnows
#2
Time
5 minutes
Set Up
Identify who will be the shark(s), either a player or the leader. Everyone else will be
minnows.
The shark stands in the middle of the play area and say Fishy, fishy come out and
play. The minnows slowly walk towards the sharks.
At any time, the shark can yell Shark Attack! At with point, the minnows must run
to the opposite boundary line without being tagged.
If a minnow is tagged, s/he also becomes a shark.
When there is only one or two minnows left; they become the sharks in the next
round
1 min
T:S Demo
Stations
4 min
Sharks and Minnows
General
Space
Activity Soccer Dribbling Course
#3
Time
5 minutes
Set Up
Students will be in groups
Students will dribble in and out of cones and pass it to their teammates at
each side
X X
X

1 min

T:S Demo for dribbling, passing, -Insides of feet, light

and trapping.
taps, control.
-Step, putter, push
-absorb/tap lightly

Stations

Dr. Wyant (2014)

with inside of foot,
foot on top to control
4
Students Practicing
minutes
Activity Underhand Throwing to Target
#4
Time
5 Minutes
Set Up
Students will be in groups
Hula hoops, yarn balls, and bean bags will be needed
O
O
O
O
O
X

General
activity space

X= student, O=Hula hoop

1 min

4 min

T:S Demo. Each group will have Cues: Tic, Step, Toc
5 bean bags and one student goes
at a time attempting to make it in
the hula hoop. As a team, they try
to make as many bags in the
hoop. After each student throws
all 5 bags, they will retrieve the
bags quickly for the next person
to go as they are timed for each
session
Students practicing
Quickly retrieve bags
after throwing to
preserve time

Stations

General
Practice
space

Dr. Wyant (2014)

Closure: 5 minutes
1. Students will be asked to discuss the different tasks they had to do today.
Students should be able to recite the cues of the skill for each station/task.
2. Students will discuss any strategies used to complete the task and whether or
not teamwork was involved.
3. Class will end with a group huddle, lining up, and high fives upon exit.

Assessment plan

In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?