University of Texas at El Paso

Kinesiology Physical Education Teacher Education

Learning Experience Plan

Teacher​: Michel, D. Date​:
Grade Level: K-6 Time:
Activities: Basketball Stations Number of Students: 30
Equipment: ​Butcher paper, markers, cones, basketballs, puppets,
trash can, footballs, soccer balls, tennis balls, gator balls, and sponge
balls
Equipment provided by me: Music
Facility: Gym

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will be able to demonstrate the progression of dribbling, passing, and
shooting skills.
2. Students will be able to demonstrate proper movement patterns in different
activities.

Cognitive:
1. Students will understand what they are working on at each station.
2. Students will be able to recite different cues related to various skills.

Affective:
1. Students will show sportsmanship to their teammates by offering words of
encouragement.
2. Students will listen to instructions given by the teacher.

1
TEKS:
● TEKS Introduction 1,2- 2.1 AND -2.2 B -2.3 B -2.5 A- 2.6 AB- 2.7 AB
● TEKS Introduction 1,2,3 -3.1 ABCJ -3.2 B -3.3 AB- 3.5 D- 3.6 AB- 3.7 ABC
● TEKS Introduction 1,2 -4.1 ABEFGK- 4.2 ABD -4.3 AE- 4.4 BH -4.5 A- 4.6 AB
-4.7 ABCD
● TEKS Introduction 1,2 -5.1 BCFKL- 5.2 ABC -5.3 A -5.4 C- 5.5 AD -5.6 -AB -5.7
ABC

National Standards/ Grade Level Outcomes:

● Dribbles a ball with one hand, attempting the second contact. (S1.E17.K)
● Dribbles continuously in self-space using the preferred hand. (S1.E17.1) Dribbles
in self space with preferred hands demonstrating a mature pattern. (S1.E17.2a)
● Dribbles using the preferred hand while walking in general space. (S1.E17.2b)
● Dribbles and travels in general space at slow to moderate jogging speed, with
control of ball and body. (S1.E17.3)
● Dribbles in self space with both the preferred and the nonpreferred hands using a
mature pattern. (S1.E17.4a)
● Dribbles in general space with control of ball and body while increasing and
decreasing speed. (S1.E17.4b)

2
DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Basketball Stations: Students will work through the stations going

counter-clockwise.

3
 Lesson Plan Content
Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
SET Induction/HOOK START SIGNAL:
Tell students that they will be One whistle- Go/
putting all of the skills that they Change locomotor
learned to the test in today's movement
stations.

Attention Getter: STOP SIGNALS

Teacher “Ready to Rock!” Two whistles-
Students “Ready to Roll!” Freeze/ Ready
Position

ORIENTATION
Students have been practicing
different basketball skills including
dribbling, passing, and shooting.
Students will work on all of those
skills in several basketball stations
where they will be able to further
refine those skills.

CUES:
WARM-UP(includes purpose) Transition 1​: Fingertips
As students are walking in they will Exercises around the Eyes forward
walk around the basketball court court. Mirror
lines while performing different Knee up
locomotor movements such as On knees
walking, skipping, galloping, and Sit down
jogging, arm circles, trunk rotations, SAFETY: Extend
etc.. This will warm up the students Students need to
entire body for the upcoming keep their personal Refinement:
activities that will include different space when dribbling Students need to be
movements and dribbling skills. around the court. reminded that they
need to remember
their home formation
for the upcoming
activities

4
Time Content Development Management 1. Task Analysis
2. Teaching
Cues/Refinem
ent
LESSON FOCUS/ SKILL Transition 2: CUES:
APPLICATION ACTIVITY Basketball stations B.E.E.F
around the court. Balance
Basketball Stations: Eyes
Elbow
Station 1​- Basketball writing and Follow through
drawing Eyes up
Students will draw a basketball or Fingertips
write anything they know about SAFETY: Waist level
basketball. Students need to be
careful with people in Refinement:
Station 2​- Dribble Counting their groups. Students need to be
Station where students will dribble reminded which station
with either hand and they can count comes next.
and write down how many dribbles
they can do in a row.
Possible Student TASK ANALYSIS​:
Station 3​- Puppet/ Bean bag Clarification: In shooting stations,
Shooting When “walking the see how many baskets
Have puppets in a hula hoop and basketball” reminds the students are
students will pick them up, line up students to not pull making. Depending on
and shoot into a basket or a trash so hard on the hula outcome, increase or
can, whichever is available. hoop, it’s not a race. decrease the distance.

Station 4​- Assorted Ball Dribbling

Have different balls available for
students to try and dribble such as
footballs, soccer balls, tennis balls,
gator balls, and basketballs.
Station 5​- Partner Passing Station
Have a station where students
could practice their chest passes,
and bounce passes with a partner.

Station 6​- Cone Zig-Zag Dribbling

Students will dribble back and forth
between cones using right hand,
left hand, and v-dribble.

Station 7​- Human Basketball Goal

Shooting
Students will work in partners or
groups and make a human
basketball goal by holding up a hula
hoop. Other students will take turns
shooting gator balls or sponge balls
into hoops.

5
Station 8​- Walk Your Basketball
Equipment:
A jump rope will be tied to a hula
hoop
Students will be partners, one will
be the “walker” and the other will be
the “dribbler”.
One student will be holding the
jump rope and another student
must keep dribbling the basketball
into the hula hoop and must stay
moving around wherever the walker
is going.

DIFFERENTIATION
There will be activities for visual
learners such as the basketball
writing and drawing station. There
will be different sized basketballs
throughout the different activities
and students will even have the
opportunity to dribble balls other
than basketballs to see the
difference.

STUDENT EXPECTATIONS:
What are your expectations for the
students during this activity? What
do you expect to see them do?

Psychomotor​:
Students will be running, dribbling,
and shooting from various
distances throughout the stations.

Cognitive:
Students will need to understand
the rules at each station and will
need to understand the
consequences if they do not follow
instructions.

Affective:
Students will show good
sportsmanship to the team that
wins the round, and overall game.

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 Transition 3:
Center Circle
Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
What skills did we work on at these
stations?
What is the correct way to shoot?

Cognitive:
Why must we need to practice
these skills a lot before we play any
games?

Affective:
What were some ways that you
showed good sportsmanship
today?

Insight/Preview:
We are ready to begin our
basketball season, so we will begin
our tournament next week.