East Hartford Public Schools
Physical Education
Curriculum Document
Subject
Grade
Unit Title
PSS ©
Physical Education
K, 1, 2
Dribbling and Ball Handling With Hands (Basketball)
8 Lessons (4 Weeks)
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
9.1: Demonstrate coordination in gross motor and fine motor tasks using control,
balance, strength, and coordination; and demonstrate progress toward the mature form
of selected fundamental motor skills.
9.2: Demonstrate the ability to stop and start on a signal; combine sequences of several
motor skills in an organized way; and move through an environment with body control.
10.1: Demonstrate an understanding of body awareness concepts by identifying large
and small body parts; show understanding of quality of movement concepts and apply
them to psychomotor skills (e.g. demonstrating momentary stillness in balance
activities, distinguishing when to kick a ball softly or with force); and show
understanding of space concepts by demonstrating personal and general space.
11.1: Engage in physical activities when presented with opportunities and with teacher
encouragement. Engage in a wide variety of gross-motor activities that are childselected and teacher initiated.
13.1: Demonstrate safe behavior for self and toward others by following established
class rules, procedures and safe practices with teacher guidance and reinforcement.
Common Core State Standards
Literacy.RI.2.1: Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
Math.1.NBT.A.1: Count to 120, starting at any number less than 120. In this range, read
and write numerals and represent a number of objects with a written numeral.
Math. 1.MD.C.4: Organize, represent, and interpret data with up to three categories;
ask and answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Connecticut Physical Fitness Assessment.
Subject
Grade
Unit Title
PSS ©
Physical Education
K, 1, 2
Dribbling and Ball Handling With Hands (Basketball)
8 Lessons (4 Weeks)
Big Ideas
Essential Questions
Participation in ball handling activities will
lead to skill development that will be
necessary to play basketball in future
physical education classes and as a lifelong
activity.
Concepts
(what students need to know)
1. How to use “Finger Pads” to
dribble basketball style with
hands.
2. How to move and dribble
under control.
3. What muscles and body
parts are used to dribble?
4. What an athletic body
position looks like.
5. Shooting at a lowered hoop.
6. Bounce Pass to a partner.
1. What are the essential learning
cues needed to be a successful
dribbler with your hands?
2. What part of your hand do you
dribble with?
3. What is an appropriate height for
the ball to bounce when dribbling?
Skills
(what students need to be able to
do)
1. Dribble a ball using “finger
pads”.
2. Start and stop while
dribbling.
3. Dribble under control (waist
high).
4. Dribble with dominate hand.
5. Dribble with non dominate
hand.
6. Dribble with head up.
7. Knees Bent
8. Both hands on the ball
9. Chin up/push/elbows out.
10. Eyes on the rim.
11. Chest Pass.
DOK
1, 2, 3, 4.
Assessments
Pre-Assessment

“Dipsticks” (Informal Progress
Monitoring)
Teacher observation using
rubric/checklist of each student
dribbling.
As determined by:
 Universal Assessments
 Pre-Assessments
 Individual Teacher Assessments
 Data Team Discussions
Post-Assessment


Teacher observation using rubric/checklist of each student dribbling
Teacher observation of student dribbling in modified basketball activity.
 Skills assessment checklist (pre/post) rubric
Assessment Guides (Rubrics)
EHPS HPE Skills Assessment Rubric (see attached)
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Doherty, J., & Brennan, P. (2008). Physical
Youth basketballs, playground balls,
education and development 3 - 11: A
cones, floor spots, hoops, pinnies.
guide for teachers. New York, New
York: Rutledge.
Graham, G. (2007). Children moving: A
reflective approach to teaching
physical education. (7th ed.). New
York, New York: McGraw Hill.
Holt Hale, S. A. (2007). On the move: Lesson
plans to accompany children moving.
(7th ed.). New York, New York:
McGraw Hill.
Mitchell, S., Oslin, J., & Griffin, L. (2003).
Sport foundations for elementary
physical education: A tactical games
approach. Champaign, Illinois:
Human Kinetics.
Technological
Retrieved from http://www.pegames.org/
Retrieved from
http://www.peuniverse.com/
Retrieved from www.pecentral.com
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and
Differentiation
1. Check for understanding.
1. Relay team games that allow for
2. Constant reminders for dribbling
individual dribbling during group
cues.
activity.
3. Teacher demonstration of proper
2. Dribbling at different speeds, cues
dribbling.
(starting and stopping)
4. Student demonstration to peers
3. Dribbling against a defender.
of proper dribbling patterns.
4. Extensions and refinement of
5. Provide recognition to students.
dribbling skills.
6. Identify differentiation strategies
following pre assessment.
East Hartford Public Schools
Physical Education Instructional Block Plan
Unit Objectives & Standards:
9.1-Demonstrate coordination in gross motor and fine motor tasks using control,
balance, strength, and coordination; and demonstrate progress toward the mature form
of selected fundamental motor skills.
9.2-Demonstrate the ability to stop and start on a signal; combine sequences of several
motor skills in an organized way; and move through an environment with body control.
10.1-Demonstrate an understanding of body awareness concepts by identifying large
and small body parts; show understanding of quality of movement concepts and apply
them to psychomotor skills (e.g. demonstrating momentary stillness in balance
activities, distinguishing when to kick a ball softly or with force); and show
understanding of space concepts by demonstrating personal and general space.
11.1-Engage in physical activities when presented with opportunities and with teacher
encouragement. Engage in a wide variety of gross-motor activities that are childselected and teacher initiated.
13.1-Demonstrate safe behavior for self and toward others by following established
class rules, procedures and safe practices with teacher guidance and reinforcement.
Unit: Ball Handling Grade(s): K - 2
Class #1
Intro/Warm- CTPFT Warm
up:
Ups/Stretches
Game History
Expectations
Safety
Core
Spot dribbling
Activity:
progressing into
open space dribbling.
Right hand then left
hand.
Application Line Dribbling
Activity
Freeze Dribble
(Game):
Assessment:
Dribbling Pre Test
Assessment
Time: 45 Minutes
Class #2
CTPFT Warm
Ups/Stretches.
Expectations
Safety
Class Periods: 8
Class #3
CTPFT Warm
Ups/Stretches
Expectations
Safety
Spot dribbling
progressing into open
space dribbling. Right
hand then left hand
Ready, Step , Bounce
Pass
Bounce and hit target
Bounce and hit wall
Dribble Knock Out
Freeze Dribble
Team Challenge Dribble
Relays
Teacher Observation of
dribbling skills.
Passing Team Relay
Races ( Bounce Pass)
Passing Pre Test
Assessment and
Rubric.
CCSS
Alignment
Questions
What were the main
ideas in my
introduction of
dribbling?
Questions
(DOK)
Create a pattern
using dribbling at
different levels and
in different
pathways.
Class #4
Intro/Warm- CTPFT Warm
up:
Ups/Stretches
Expectations
Safety
Core
Partner Bounce Pass
Activity:
Application
Activity
(Game):
Assessment:
CCSS
Alignment
Questions
Questions
(DOK)
With your partner,
determine who has the
more or less dribbles
during the timed
dribbling activity.
Create two different
strategies for maintaining
a dribble during the
dribble knockout game.
Count to see how
many times you can
pass the ball to your
partner in the activity
time.
Create a way to pass
to your partner at
the three different
levels.
Class #5
CTPFT Warm
Ups/Stretches
Expectations
Safety
“BEEF” Method
Students will shoot a
basketball using the
following cues: balance,
elbow makes and “L”,
eyes on the hoop, and
follow through.
Class #6
CTPFT Warm
Ups/Stretches
Expectations
Safety
“BEEF” Method
Students will shoot a
basketball using the
following cues:
balance, elbow
makes and “L”, eyes
on the hoop, and
follow through.
Shoot at lowered
hoops.
Partner Bounce Pass
Minute to Win It.
Shoot at lowered hoops.
Teacher observation
of passing skills.
Use supportive
statements to prove
why it is important to
follow the bounce
pass skill cues.
Design a task sheet
to teach a partner
how to perform a
bounce pass.
Shooting Pre Test
Class #7
Intro/Warm- CTPFT Warm
up:
Ups/Stretches
Expectations
Safety
Complete the shooting
log and determine who
has to most shots made
in the class.
Create a dribbling
pathway to the hoop
before shooting the
basketball.
Class #8
CTPFT Warm
Ups/Stretches
Expectations
Safety
Teacher observation
of shooting skills
Count to see how
many times you can
dribble to ball in one
minute.
Analyze your partner
in the shooting
activity to determine
if the skill cues were
followed.
Class #9
Core
Activity:
Application
Activity
(Game):
Assessment:
CCSS
Alignment
Questions
Questions
(DOK)
Dribble Knock Out
Ready, Step , Bounce
Pass
Bounce and hit target
Bounce and hit wall
Shoot at lowered
hoops.
Steal the spot
shooting.
Basketball skill stations:
Assessment station.
Dribbling station.
Shooting station.
Passing station.
Locomotor station.
Teacher observation
of shooting skills.
Final Basketball
Assessment/Performance
Rubric
Describe the basketball
game you have created
in a narrative.
Skill Stations.
Interpret the
dribbling log data to
determine if you
have shown an
improvement in your
dribbling this unit.
Why was it important Create a basketball game
to give a bounce pass that you can play at
to your partner?
recess with a friend.
What kind of pass
would you use during
a game and why?
East Hartford Physical Education Skills Checklist
Teacher:
School:
Grade: K-2
Lesson Content: Dribbling & Volleying
Date:
Classroom Teacher:
Facility: Gymnasium
Directions: Select the appropriate score and place the score in the box under the corresponding skill and student
name.
Scoring: 0: Not performed
1: Performed
Grading: E: 4 P: 3
M: 2 I: 0-1
Student Names
Can strike with both hands
Hand moves forward after contact
Contact with ball using flat hand
Overhand Volley
Eyes on the ball before contact
Can strike with both hands
Hand moves upward after contact
Contact with ball using flat hand
Eye on the ball before contact
Underhand Volley
Athletic position while dribbling
All skills: ____
Eyes look forward while dribbling
Overhand Volley: ____
Contacts ball using fingerpads
Underhand Volley:____
Underhand Volley
Overhand Volley
# Ss Proficient
Dribbling: ____
Dribbling with ha
Total # Students: _____
Keeps ball at waist level
Dribbling
with hands
Total Score
Name: ______________________
Classroom Teacher: ____________________
Dribbling Exit Slip #1
Directions: Answer the following questions using two sentences.
1: What are the four main cues used to dribble a basketball?
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_________________________
2: Describe different ways you can improve dribbling skills this year.
_________________________________________________________________________
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__
Name: ______________________
Classroom Teacher: ____________________
Dribbling Exit Slip #2
Directions: Complete drawing below. Draw a basketball court and a basketball player dribbling up the
court towards the basket.