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Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]


GRADE 3 - 4
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline

• Unit 1 - Throw & Catch
• Unit 2 - Gymnastics
• Unit 3 - Heart & Lungs
• Unit 4 - Basketball
• Unit 5 - Soccer
• Unit 6 - Fitness Fun
• Unit 7 - Volley & Strike
• Unit 8 - Burnball

• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5

Unit: Basketball Time: 60 min Style: Mass task, discovery, and collaboration.
Lesson: 1 Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Laptop and 1 basketball per couple


Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.

TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.

TSWBAT feel an increased level of physical well-being due to increased level of physical activity.

TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the animal walks, which will help promote physical activity throughout life.

TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.

TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.

TSWBAT apply all the passing and throwing skills that they have acquired during the unit in the game of speedball, which also will provide cardiovascular and muscular endurance exercise while affecting their body composition favorably.

TSWBAT pass a ball to the chest of a partner successfully about 90% of the time.

TSWBAT receive a pass successfully 90% by having hands properly positioned.
• Triangle (thumbs & index fingers)
• Soft hands
• Reach for ball and softly let ball fall into hands
• Eyes on ball

TSWBAT practice to prevent travelling while holding the ball and thinking feet in concrete, as a concept for keep feet still for basketball introduction with partner drill and group of three drill.

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.

TSWBAT give examples of situations when the student expectations are applicable.

TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.

TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.

TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.

TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.

TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.

TSWBAT learn the importance of personal effort in team work situation.

TSWBAT learn passing the ball in various ways and levels during passing drills.

TSWBAT feel an increased level of success as their skill develop in basketball via the different passing drills.

TSWBAT enhance their nutritional education in order to promote healthy growth and development. (See Nutrition Unit.)

TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (See Nutrition Unit.)

TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.

TSWBAT feel enjoyment and success through increased participation in all class activities.

TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.

TSWBAT provide positive feedback to the peers while experience fatigue from cardiovascular exercise that will enhance the experience for all students.

TSWBAT apply cooperative skills while working with a partner and two others students.  In addition, the students will be able ot develop their personal skills in passing with small groups during the passing drill.

TSWBAT develop a sense of successful teamwork when the students are applying the rule of traveling during the partner drill and group of three drill.

Lesson Objective Organization Cues
I. Warm Up (15 min) Personal Spots Do your best.
II. Locomotor Movement  (5 min) Between the white lines Do your best!
Your hard work gets you stronger and faster.
III. Movement Words & Nutrition Unit (5 min) In front of white board Grade level appropriate
IV. Basketball Drills (30 min)
• Chest Pass Drill
• Bounce Pass Drill
• Pass-Move Partner Drill
• Pass-Move Group of Three Drill 

White line facing partner

Partner drill
Three students per group drill.
• Eyes on the ball
• Spread fingers
• Hands form a triangle
• Soft hands
• Look through the triangle
• Reach for the ball
• Move by running
• Move zig zag
• Feet in concrete when holding ball
V. Self-Assessment (5 min) Personal Spots  1, 2, 3.