The document provides details of a 45-minute physical education lesson plan for a class of 10-11 elementary school students. The lesson focuses on developing basketball skills like dribbling, passing, and playing modified 3-on-3 games. The introduction defines aerobic fitness and has students play a tag game to increase breathing. Students then practice dribbling with cones and work on chest and bounce passes with a partner. To conclude, a review identifies aerobic fitness and has students demonstrate dribbling and passing techniques learned.

1. Health & Physical Education Plan Tanner Davis
Vital Information
Date of Lesson: March 22nd 2016 Class Time: 8:15 a.m. – 8:50 a.m.
School Name and Grade: Barnett Shoals Elementary School Class Ability Level: Pre-Control
Length of Lesson (Time): 45 minutes Number of Students: 10-11 students
Equipment/Supplies: 11 basketballs, 16 cones (or poly-spots), 2
basketball goals, 5-6 jerseys
Description of Facility: Carpet covered gymnasium with numerous
objects on side lines of court. Half of the gymnasium will be used due to
other colleagues instructing.
Behavioral/ Performance Objectives Safety Considerations
Cognitive: TSWBAT identify and demonstrate proper technique of
dribbling a basketball, as well and identify and demonstrate the bounce
pass and chest pass used in basketball.
-Students will be informed of the miscellaneous objects around the
gymnasium, and activities will be performed away from these objects to
ensure no injuries occur during tag, dribbling course, and basketball.
Psychomotor: TSWBAT perform in a modified game of basketball as
well as a basic understanding of the skills it takes to perform in a proper
game of basketball.
-During passing activities, students will be informed to pay attention to
the basketball to ensure no student is caught off guard, which prevents
basketballs from hitting anyone.
Affective: TSWBAT perform in the catching, throwing, and dribbling
activities in a manner that respects self and others, as well as be aware
of others and their own surroundings. (space awareness)
-Make sure that all students understand during basketball that no body
contact is to occur. This will make this activity as safe as possible. If
contact occurs the student will be asked to sit out for two minutes.
NASPE Standards/ Georgia Performance Standards
Major Focus: Dribbling, Throwing & Catching Sub-focus: Proper technique of a basketball shot
National Standards Addressed (NASPE):
Standard 1- The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of
concepts, principles, strategies, and tactics related to movement and
performance.
Standard 4 – The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Georgia Performance Standards (GPS):
Standard 1 - Demonstrates competency in motor skills and patterns
needed to perform a variety of activities.
Standard 2 - Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Standard 5 - Exhibits responsible personal and social behavior that
respects self and others in physical activity.

2. I. Introduction APPROX.
TIME
FOCUS ORGANIZATION
DIAGRAM
A. Welcome the students and address health-
related fitness concept (Aerobic Fitness)
B. Ask the students “What is aerobic fitness?”
Relate this health-related fitness concept
*AEROBIC FITNESS IS THE ABILITY
TO TAKE OXYGEN FROM THE
ATMOSPHERE AND USE IT AS ENERGY
FOR YOUR MUSCLE CELLS.
C. Bridge Tag
- The students will start the game by finding their own
personal space. I will assign one tagger, who will begin
by being in the middle of the half of the gym that I will
be provided.
- The object of the game is for the tagger to tag as
many people as possible before time runs out
- If a student becomes tagged, he or she will freeze in
their position and get down on all fours like a bridge.
To become un-frozen an un-tagged student must crawl
under the frozen person’s bridge, in which the frozen
person can resume the game.
*Modification- If the students seem to be performing
the activity with ease decrease the space OR increase
the amount of taggers per round
D. After the students have performed in the
activity talk to the students about heavy
breathing and how it is good for their bodies.
Adress Aerobic Fitness and check for
understanding by asking “Why are you
breathing heavily? & How can this increase
your aerobic fitness level?”
2 min.
5 min.
2 min.
- Identify health-related fitness concept
(Aerobic Fitness) to ensure students
understand the importance of moderate
physical activity.
-Students will become fatigued during
this activity, which will help them
better understand what aerobic fitness
is and why it is so important to their
fitness level
-This is a “hidden warm-up.” Student’s
bodies will become warm which will
get them ready to participate in the
day’s activities.
- Check for understanding with the
students about aerobic fitness. Make
sure that the students can give
examples before moving on
- Students will use the entire
half of the gym for this
activity.
-The instructor will stand on
the perimeter of the
boundary line, making sure
that everyone is in clear
sight.
*BE SURE TO CLEAR
ALL OBSTRUCTIONS
ARE CLEAR OF THE
ACTIVITY SPACE
BEFORE BEGINNING
ACTIVITY TO PREVENT
INJURY!
- Cones and basketballs for
the next activity are stacked
on the perimeter of the
activity space on each side of
the boundary line.
*Transition: Allow the students 15 sec. to get a basketball and form a circle in the middle around the instructor.

3. II. LESSON BODY-SKILL (CONCEPT)
DEVELOPMENT
APPROX.
TIME
FOCUS ORGANIZATION
DIAGRAM
A. Group Circle: Dribbling
- Students will form a circle around the instructor. The
instructor will then explain proper technique of
dribbling a basketball
Skill Cues
1. Knees Bent
2. Eyes Forward
3. Soft Palms
4. Ball Low
-After the students have received instruction of the
proper way to dribble, have them practice on their own
standing in their own personal space.
*Modification: If the students are performing with
ease have them switch to their non-dominant hand.
B. Dribbling Basketball Cone Course
-Students will be divided into four separate groups of
three. Four cone courses will be set up on on four
corners of the activity space.
-The students will then start behind the first cone. On
my signal the students will dribble the basketball
around the cones on the course.
*May walk or jog while dribbling as long as
students remain in control.
-After the first student goes, the next person in line will
receive the ball and perform the activity.
Rotation of Course
1. Dominant Hand
2. Non-Dominant Hand
3. Jogging While Dribbling
5 min.
8 min.
- The students will receive vital
information on how to dribble
standing still. This ensures that
everyone will be on the same
level going into the next
activity.
- Make sure that each student is
comfortable before moving on
to the next activity. If someone
is struggling, allow more time
for this activity, because the
next activity take the step
further.
- Students will be forced to
challenge themselves as they
will be dribbling while moving
in this activity.
- The activity will progressively
get harder as I will ask them to
use their non dominant hand,
and jog while the dribble around
the cone course.
- STAY UNDER CONTROL
AT ALL TIMES
- Students will form a
circle in the center of the
activity space
- The instructor will
position himself in the
middle of the students to
ensure that each student
can see demonstrations.
- Cone courses will be set
up on all four corners of
the activity space. (If
space permits make an
extra station)
- No more than three per
station (Maximum
Participation)
- The instructor will
position himself on the
perimeter of the two
outermost stations to
ensure that everyone is
in clear sight.

4. *Transition: Allow students 15 seconds to stack cones in the original spot, meet instructor in the middle of activity space.
II. LESSON BODY-SKILL (CONCEPT)
DEVELOPMENT (CONT.)
APPROX.
TIME
FOCUS ORGANIZATION
DIAGRAM
C. Chest and Bounce Pass to a Partner
-Students will be divided into groups of two and line
up facing each other.
-Students will then perform a proper chest pass with
their partner with emphasis on proper technique.
Skill Cues
1. Ball To Chest
2. Step To Target
3. Thumbs Down
- Students will then perform a proper bounce pass to
their partner with emphasis on proper technique.
Skill Cues
1. Ball To Chest
2. Pick Spot On Floor
3. Step To Target
4. Thumbs Down
D. Modified 3 on 3 Basketball
- Students will be divided into groups of three, if there
is a group of two this is still okay.
-Students will perform in a modified small sided
basketball game using the skills learned in the day’s
lesson.
*Modification: If students are beating the other
group badly, implement a rule that they must
complete two passes (either chest or bounce pass)
before taking a shot.
8 min.
10 min.
- Students will focus on catching and
throwing/passing to a partner in order to
use these in a game like setting
-This activity provides the students the
opportunity to use all the skills learned
in the day’s lesson in a modified small
sided game setting.
-Scoring goals is not the purpose of this
activity, instead the students will use the
dribbling and passing skills in an actual
game-like setting.
-Students will be divided into
groups of two and face each
other about 5-8 yards apart.
- The instructor will place
himself behind the groups while
walking back and fourth while
providing positive feedback to
the students.
- Students will be divided into
groups of three among two half
courts on each boundary line of
the activity space.
- The instructor will place
himself in the middle of the two
two games making sure that
everyone is in clear sight.
Transition: Allow students 10 seconds to place basketballs back in the proper spot, and meet instructor in middle for closure.

5. POST-LESSON REFLECTION
1. What did I do well?
2. What can I do better?
3. How will I do it the next time?
III. CLOSURE APPOX.
TIME
FOCUS ORGANIZATION
DIAGRAM
A. Identifying Health-Related Fitness Concept
- Students will be asked to identify what health-related
fitness concept that was gone over that the beginning
of class (Aerobic Fitness)
-Why is aerobic fitness important to staying healthy?
What are some ways to maintain or increase levels of
aerobic fitness? Does maintaining aerobic fitness
require strenuous physical activity?
B. Demonstrating Dribbling
-Students will be asked to demonstrate the proper
technique of a proper basketball dribble. Listen for
skill cues.
-Also ask if someone can demonstrate dribbling a
basketball while moving. (walking or jogging)
C. Demonstrate Proper Basketball Passes
-Students will be asked to demonstrate the bounce pass
and the chest pass.
-Listen for skill cues
D. Line-up For Dismissal
-Walk students to the door, help get jackets on, and
wait for homeroom teacher to arrive.
4 min.
-CHECK FOR UNDERSTANDING
OF HEALTH-RELATED FITNESS
CONCEPT, DRIBBLING, AND THE
TWO BASKETBALL PASSES GONE
OVER IN THE DAY’S LESSON!!!!!
-Students will meet the
instructor in the middle of the
activity space, sitting crisscross-
applesauce for closure content.
-Students will line up in a single
file in front of the door to wait
for dismissal.

6. Out the Door Ticket
Name ________________
1. In your own words, define aerobic fitness.
2. What are some ways to strengthen your own aerobic fitness?
3. Which skill cue (cue word) does not belong when dribbling a basketball?
A) Knees bent
B) Eyes forward
C) Soft palms
D) Keep the basketball high