By
Craig Chiesa
Eagle Hill Middle School
Manlius, New York
Lesson Focus: Throwing, catching, math skills (addition, subtraction, predicting, greater and less than concepts) and working together as a group.
Grade Level: K& Up (any level that is learning or reviewing throwing and catching skills)
Equipment: One ball for every 2-3 students. Some suggestions: yarn, rag, foam and/or playground.
Description: Provide some instruction on the mechanics of throwing and catching. After some modeling have students practice imaginary throws and catches in a safe spot. Try not to underestimate the importance of working without the equipment. It gives the students an opportunity to work on proper techniques while allowing the instructor a chance to give feedback to the students needing assistance.
When students are ready, divide the class in half and use the basketball mid court line to separate the groups. Distribute a ball for every 2-3 students. Before students start throwing they need to make sure their classmate is ready. We encourage verbal cues (calling a persons name or asking are you ready) and nonverbal cues (eyes looking at the thrower and hands ready) before the student is allowed to throw the ball. If a ball is caught on the other half of the gymnasium, they are responsible for marking a point(s) (see below for suggestion) for the entire class. Create at least two scoring zones (using tape or natural boundaries) to invite and challenge all to participate at an appropriate level. The one point zone is usually between 5-15 feet from the mid court line, while the two point zone is anything beyond 15 feet.
Suggested scoring systems: Place paper clips or Popsicle sticks into a container, give the scorekeeper a high five, or place a tally mark on a white/black board. This scoring process becomes important for two reasons: one the student gets recognition for a job well done and two, this form of record keeping motivates a group to perform better against a group best (GB).
It is recommended to play for 3-5 minutes at a time. Encourage the students to predict how many points they can score during the 3-5 minute round. After the first round use math skills to discover what was scored as a cooperative group. Math skills will vary depending on the method you choose. For example, if you started with a 200 paperclips and there are 25 remaining, ask the class how to determine the score. Then ask if the score was greater or less than the predicted total. Once a score is established, the students now have a new goal for the next round of play. Generally, you can play 3-4 round in during a class period.
Once a score in established, it is the new GB. This new common goal unites a class. The positive energy that flows between the students helps them try to achieve a new GB.
Once in place, this game now becomes a time saving multipurpose activity. You are now able to use this game in a variety of instructional situations. Some possible variations:
The variations are only limited to your ability to be creative. Keep thinking of new ways to incorporate this activity into your classroom.
For any further information on this article, contact Craig at lcchiesa@secny.net