Lesson Title: Learning the Lay-Up Course: EPE 317

Designers: Amanda Ewert & Kim Thue

Learning Outcomes/IntentionsFormal Unit Outcome(s):

PE8.4Utilize, including smooth transitions, complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills (e.g., lay-up in basketball, spike in volleyball, hoop dancing, dribbling to a shot in soccer, rhythmical gymnastics movement, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, ball control while moving in double ball) to enhance personal performance and enjoyment in a variety of movement activities.

PE8.1Create, implement, evaluate, and revise a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance, muscular strength, and flexibility that involves setting goals for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.

Understandings:

Students need to know how to dribble a basketball.Students need to understand individual body movement & limits/restrictions.Students need to understand how rising heart rate is connected to increased physical activity.

Essential Questions:

How do locomotor, non-locomotor and manipulative skills connect to perform an activity?

How can transitioning through locomotor, non-locomotor and manipulative increase fitness?

What is the correlation between personal performance and enjoyment?

Knowledge:

Dribbling a basketball. Lay-up a basketball. Jumping jacks, situps, pushups, Superman stretch(?). How to progress thru stations.

Skills:

Dribbling. Running. Lay-up.

“I can . . .” statements:

I can consistently lay-up a basketball at game speed.

I can consistently dribble a basketball, while moving forward at game speed.

I can sustain increased heart rate and respiration rate during aerobically challenging games.

I can and am willing engage in many movement activities at moderate to vigorous levels of effort.

Assessment EvidenceFormative Assessments (Assessment for Learning):

Observation of skills, effort, participation.

Observation of progress.

Self-assessment.

Summative Assessments (Assessment of Learning):

Observation of Layup.

SAFETY

Regular safety concerns in a gymnasium – be aware of space, peers, equipment.

If students need to modify because of heart rate, encourage them to take a rest.

MaterialsBasketballsPilons. Hoola hoopsPoster paperBasketball nets down.

Learning Plan

- Dynamic stretch- Review dribbling from Ms. Hira and Ms. Paige. (athletic stance, cradle the ball, head up while dribbling). Do this in a

circle as an entire group.- Remind students we will be using dribbling in our next skill. - Move into skill development of a lay-up. Skill themes- What are they? – locomotor, non-locomotor and manipulative.

We use all three of these when performing a lay-up. - Why do we use a layup in basketball?- Split into groups. We have three hoops. May only need two, depending on number of students. Want to make sure

lines are short though, and plenty of space and activity time for students.- Progression through a lay up -- https://youtu.be/uv7COBs24D8- Use the steps from the link above- Standing under the rim, strong hand, backboard and in. (Acronym for shooting a basketball – Balance(athletic

stance) Elbow (Bent at 45 degree angle) Eyes (looking at target) Follow through(apple out of basket) Where are you aiming on backboard? Why is that important?

- Begin moving. No dribbling! Two steps. Right foot, left foot, up. (adaptation – if student is left handed, do opposite. left foot, right foot, up)

- Incorporate dribbling. Start from further away on the court. Go through same steps as above. Dribble, two steps, shot. Concentrate on two steps and transitioning smoothly between dribbling, stepping and shooting.

- Pick up the pace. - Adaptation – Students who are proficient early at doing a lay-up can attempt to do it with non-dominant hand. - When students are comfortable with lay-up, move into circuit. (circuit is connected)- Circuit incorporates dribbling, layup, movement, and safe aerobic activity. - Relay (if time permitting)- Debrief – What is difficult about the layup? When will it be used in a game? When would it be successful? When

would it be less successful?

Bird Dog Stretch

Jumping Jacks

Push Ups

Crunches

Russian Twist

High Knees

Plank