Baltimore City Public School System
UBD Template Design
Course: Team Sports/Basketball / Grade: 9-12
Unit Title: Basketball / Grade Levels: 9-12Subject/Topic Areas: Physical Education
Key Words: Physical Fitness, Team Sports, Lifetime Sports, Basketball
Unit Designer: Lisa Michael / Time Frame: 4 weeks
School District: BCPSS / School:
Link to Content Standards / MSA Assessment Limits (if applicable)
1.0 Exercise Physiology – Students will demonstrate an ability to use scientific principles to design and participate in a regular, moderate to vigorous physical activity program that contributes to personal health and enhances cognitive or physical performance on a variety of academic, recreational and life tasks.2.0 Bio-mechanical Principles - Students will demonstrate an ability to use the principles of bio-mechanics to generate and control force to improve their movement effectiveness and safety.
3.0 Social-Psychological Principles- The student will demonstrate an ability to use the skills essential for developing self-efficacy, fostering a sense of community and working effectively with others in physical activity settings.
4.0 Motor Learning Principles – Students will demonstrate an ability to use motor skill principles to learn and develop proficiency through frequent practice opportunities in which skills are performed repeatedly and correctly in a variety of situations.
5.0 Physical Activity – Students will demonstrate an ability to use the principles of exercise physiology, social-psychology and bio-mechanics to design and adhere to a regular, personalized program of physical activity consistent with their health, performance and fitness goals in order to gain health and cognitive/academic benefits.
6.0 Skillfulness – Students will demonstrate an ability to enhance their performance of a variety of physical skills by developing, creating, combining and applying skills to a variety of recreational and daily life experiences.
Brief Summary of Unit (including curriculum and unit goals)
The game consists of the basic skills: passing, dribbling, shooting. In addition to these skills others may include pivoting, catching and rebounding. The unit will cover history, terminology, skills and strategy. The focus of the lessons will be the development of the individual skills and game play. Instruction will be modified to accommodate the learning modality and challenges for all students. Students will learn the how, why, when, and where as it applies to the background information and history of the game of basketball. Students shall investigate the linkage of African Americans involvement in the game. Unit Resources (including printed materials, resources and Internet Resource Links)
BCPSS VSC (Volunteer State Curriculum)Basketball Vocabulary
http://www.cwu.edu/%7Ejefferis/unitplans/directbasketball/basketballtc.html
Materials:
Gymnasium with a full size basketball court
Basketballs
Referee flags
Stopwatches
Cones
Pens and paper
Heart rate monitors
What enduring understandings are desired?
Students will understand that basketball offers health benefits that enhance physical fitness and activities.Students will understand that etiquette is a social behavior that is an important characteristic to demonstrate in the game of basketball.
Students will understand that to minimize injury during a lifelong fitness activity as basketball, they must apply Newton’s Laws of Motion.
Students will understand that mastering advance skills in basketball must implement an appropriate practice plan by using self and peer assessments.
A
What essential questions will guide this unit and focus teaching and learning?
Why is basketball a lifetime activity?What health benefits does basketball offer the body systems?
Who makes the rules when playing basketball?
What physical/health restrictions may impact an athlete limits to improve in basketball?
What social behaviors deter the sport of basketball?
What cultures participate and have evolved the history of basketball?
Can modifications be made to accommodate the physically restricted individuals?
B
What key knowledge and skills will students acquire as a result of this unit?
Students will know· the connection between physical activity and improved cognitive function.
· the rules, safety procedures, and etiquette involved in the sport of basketball.
· how to apply internal and external factors and the absorption of force to modify techniques and optimize movement for lifelong fitness in basketball.
· how to apply force and levers that affect speed on the body during physical fitness in basketball.
· how to demonstrate and analyze basketball skills using self and peer assessments.
· how to perform, modify, justify, and incorporate fundamental movements in basketball automatically while participating to improve and maintain lifelong fitness.
· How to record and analyze individual data. / Students will be able to
· investigate the benefits of physical activity in basketball.
· initiate responsible and social behavior in basketball.
· apply Newton’s Laws of Motion to optimize movement and minimize injuries during a lifelong activity in basketball.
· use levers during basketball to demonstrate that increasing the distance a body moves will increase the speed of the movement.
· master advanced basketball skills though practice and assessment.
· demonstrate the mastery of fundamental and creative movement basketball skill combinations while applying them in a variety of lifelong fitness.
· assess personal levels of health components using a standardized tool, such as Fitnessgram.
C
What evidence will students understand?
Performance Tasks (summarized) (Complete a Performance Task Blueprint
[Worksheet 3.4] for each task.)
Your task is to develop an interview with a famous African American athlete that has evolved the sport of basketball. You are a sports broadcaster and you must interview for a Black History month special report.You will develop essential questions, display important events that made your athlete famous. You must chart a timeline of their life adventures.
DØ
OTHER EVIDENCE (Use the Blueprint for Other Evidence (Worksheet 3.5)
to describe assessments other than performance tasks.)
Pre Assessments, Quizzes, Tests, Prompts, and Work Samples (summarized)
Pre-assessment – What do I know about basketball?Basketball skills test (pre and post)
Written unit test
Interview an African American Professional Basketball player and timeline
Test Accommodations:
See student’s IEP to check the appropriate accommodations/modifications need for testing.
EØ
Unprompted Evidence
(e.g., observations and dialogues) Student Self-Assessment
Daily self and peer assessment by observationFØ / Charting personal fitness with the Fitnessgram program
GØ
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Task Title: Interview an African American Professional Basketball player
Appropriate Time Frame: 3-4 weeks
What desired understandings/content standards will be assessed through this task?
1.0 Exercise Physiology2.0 Bio-mechanical Principles / 3.0 Social-Psychological Principles
4.0 Motor Learning Principles / 5.0 Physical Activity
6.0 Skillfulness
What is the purpose of this assessment task? Formative Summative
Through what authentic performance task will students demonstrate understanding?
Task Overview (include GRASPS: goal, role, audience, situation, product or performance, and standards)Developing an interview with a famous African American basketball athlete for a sports broadcaster special.
What student products/performances will provide evidence of desired understandings?
Timeline / Interview / Written unit test and skill test By what criteria will student products/performances be evaluated?
Accurate
Meaningful
Appropriate
Credible
Perceptive
Entertaining
What type of scoring tools will be used for evaluation.
(Use a separate sheet for scoring tools.)
Analytic rubric X Holistic rubric Criterion (performance) list X Checklist
ØEFG ▬▬▬▬▬▬▬▬▬▬▬▬
E. Pre Assessments, Quizzes, Tests, Prompts, and Work SamplesX List :
Pre test on skills
KWL on Basketball
Written unit test
X Pre-Assessment
Assignments
X Quiz/Test
Other: ______
X Observation
Work Sample
Other: ______/ F. Other and Unprompted Evidence
●What will be assessed?
Knowledge
X Skill
X Understanding
●How will evidence be collected?
X Teacher notes
●What type of assessment will be used?
Selected response
Academic prompt
Brief constructed
response
●What is the assessment’s purpose?
Diagnostic
Formative
X Summative / G. Student Self-Assessment
●What will be assessed?
X Knowledge
X Skill
X Understanding
●How will evidence be
collected?
Quiz/Test
X Teacher notes
●What type of assessment
will be used?
Selected response
X Academic prompt
Brief constructed
response
●What is the assessment’s purpose?
Diagnostic
Formative
X Summative
What other assessment evidence beyond the performance task will be collected during this unit?(including progress monitoring)
●Describe the assessment and state the prompt(if applicable).What do you know about basketball?
●By what criteria will student responses be evaluated? (Complete if applicable.)
Rubric
/ ●Describe the assessment and state the prompt (if applicable).
Observation of daily skill practice
●By what criteria will student responses be evaluated? (Complete if applicable.)
Teacher notes
/ ●Describe the assessment and state the prompt (if applicable).
Skill test - pre and post
●By what criteria will student responses be evaluated? (Complete if applicable.)
Checklist and/or rubric
●What type of scoring tools will be used for ●What type of scoring tools will be used for
evaluation? (Check if applicable.) evaluation? (Check if applicable.)
Analytic rubric Checklist Analytic rubric Checklist
Holistic rubric Answer key Holistic rubric Answer key
What Sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?
Consider the WHERETO elements from the student’s perspective.· Self assessment of Basketball using guide questions and a KWL.
· Introduce essential questions and emphasize that Basketball can be used as a lifelong activity to attain and maintain personal fitness goals?
· Introduction to objectives, history, (timeline of Basketball events and important professional players), terminology, skills taught and analysis, assessments of project, and safety rules.
· Explain daily participation of skill practice, assessment, and charting personal fitness.
· Discuss sequences to creating a timeline and interview questions for a Black History month special with a famous African American Basketball player.
· Pre-test basic Basketball skills.
· Teach basic Basketball skills.
· Practice basic Basketball skills.
· Discuss etiquette and rules of the game.
· Mid-evaluation of interview – player selected and questions in rough draft.
· Play Basketball tournament: students must referee one game to demonstrate understanding of game and rules.
· Review terminology and correct techniques of skills in Basketball.
· Re-practice and re-evaluate checklist for post-skill assessment.
· Display a television interview from a sports show for example.
· Discuss any remaining questions or concerns of the project.
· Administer written unit test.
· Present timeline and interview of selected African American Professional player.
Diverse Learners:
Accommodations will be made based on students’ individual needs and IEP recommendations. Provide a blank graphic organizer for inclusion students to use – this website may be helpful:
http://www.edhelper.com/teachers/graphic_organizers.htm
Beginning ELLs and inclusion students may make advertising posters instead of interviewing. Can also use a book with pictures to demonstrate the timeline. Also may need to give students extra time to modify the action of skills taught.
GATE:
Create Power Point presentation of the interview and write the Professional Basketball player to visit the school for a real interview.
Cross Curricular:
Reading and writing – Student will read to perform a task. Student will complete KWL writing activity.
Technology – Student may use a computer to research information on events for timeline.
Mathematics – Timeline and scoring.
Social Studies – Timeline, history of Basketball.
H
Unit Design Packet
Contents / Status Completed template pages
Completed blueprint for each performance task
Completed blueprint for other evidence
Directions to students and teachers
List of materials and resources
Suggested accommodations
Suggested extensions / Initial draft (date: ______)
Revised draft (date: ______)
Peer reviewed
Content reviewed
Field-tested
Validated
Anchored