Grades K–2 Physical Education

Lesson 3 of 10
LESSON COMPONENT ACTIVITY DETAILS TIME

Values CONFIDENCE 2 MINUTES

and how to build it.

Warm-Up SKIP TAG A fun warm-up game that reinforces skipping and the 5 MINUTES
triple-threat position.

Building Skills EXPLORING THE BALL Explore the ball in personal space and practice ball 1 MINUTE
handling through bounce and catch, and toss and
catch.

TEACH: Ball Handling

FUNDAMENTALS OF DRIBBLING

STATIONARY LOW DRIBBLE 2 MINUTES

(2 x 30 seconds each hand) dribbles.

STATIONARY MIDDLE DRIBBLE 2 MINUTES

(2 x 30 seconds each hand) dribbles.

WALK AND DRIBBLE This is an opportunity for students to work on 4 MINUTES

dribbling with movement.

FOLLOW THE LEADER This is a fun game that will help the students keep 5 MINUTES
their eyes up while dribbling.

PARTNER BALL-HANDLING Challenge students to use their ball handling skills, 5 MINUTES
CHALLENGE
including dribbling, in a variety of ways.
(Dribbling)

Closure CLOSURE Students will demonstrate knowledge and the ability 2 MINUTES
to perform the stationary low and middle dribble, as
well as walking and dribbling.

Compliment COMPLIMENT SESSION Have the students volunteer to say something 2 MINUTES
Session positive about another student’s actions or
performance in class.

(continued)
Maximize activity time by providing every student with a ball.

Time listed for activities serves as approximate recommendations on how to allocate class time.
Adjust activity time to meet the needs of your students and their ability levels.

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 Grades K–2 Physical Education
Lesson 3 of 10 (continued)

LESSON OBJECTIVE:
Students will be able to dribble the ball in self space.

NATIONAL STANDARDS & GRADE-LEVEL OUTCOMES:

STANDARD 1 S1.E1.K, S1.E1.1, S1.E1.2 (locomotor- hopping, galloping, running, sliding, skipping), S1.E7.Ka (balance),
S1.E16.Ka, S1.E16.2 (catching), S1.E17.K, S1.E17.1, S1.E17.2a, S1.E17.2b

STANDARD 2 S2.E1.Ka (space), S2.E2.K, S2.E2.1a, S2.E3.1b, S2.E3.2 (pathways, shapes, levels), S2.E3.K, S2.E3.1a (speed,
direction, force)

STANDARD 3 S3.E2.K, S3.E2.1, S3.E2.2 (engages in physical activity)

STANDARD 4 S4.E1.K, S4.E1.1,S4.E1.2, S4.E2.K, S4.E2.1, S4.E2.2 (personal responsibility), S4.E3.K, S4.E3.1, S4.E3.2
(accepting feedback), S4.E4.K, S4.E4.1, S4.E4.2 (working with others), S4.E5.K, S4.E5.1, S4.E5.2 (rules & etiquette),
S4.E6.K, S4.E6.1, S4.E6.2 (safety)

STANDARD 5 S5.E1.K, S5.E1.1, S5.E1.1 (health), S5.E2.K, S5.E2.1, S5.E2.2 (challenge), S5.E3.Ka, S5.E3.Kb, S5.E3.1a,
S5.E3.1b, S5.E3.2 (self-expression & enjoyment)

EQUIPMENT NEEDED: One ball and one poly spot per student

LESSON COMPONENT ACTIVITY DETAILS TIME

Values CONFIDENCE ACTIVITY PROGRESSION 2 MINUTES

As students enter the gymnasium, have them start walking around
the perimeter and ask them to share with a classmate what they

Teachers and parents believe in you.

The Positive Coaching Alliance (PCA) reminds us that teachers

them and letting them know you believe in them, but also
through non-verbal cues.

have put all they can into practice opportunities, they will feel

(continued)

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 Grades K–2 Physical Education
Lesson 3 of 10 (continued)

Warm-Up SKIP TAG ACTIVITY PROGRESSION 5 MINUTES

• Designate boundaries (such as staying inside of half court) and
have all students stand inside that area.
• Two students will be designated as “it” and two students will be
designated as “freer.”
• All students, including the one who is “it,” will skip around the
court. Skipping is the only movement students are permitted to
do.
• When a student is tagged, they must stay in the triple-threat
position until a “freer” tags them and they rejoin the game.
• The teacher should pause the game every 1-2 minutes to allow
for other students to have opportunities as “it” and “freer.”

KEY POINTS: Make sure students are travelling by skipping.

TRANSITION: Direct students to get a ball and stand on a poly spot

with the ball between their feet.

Building Skills EXPLORING THE BALL ACTIVITY PROGRESSION 1 MINUTE

•
should be spread out throughout the gymnasium, indicating a
personal space for each individual student.
• Provide students one minute to self-explore with the ball in their
personal space.

TRANSITION: Direct students to stand on their poly spot with the ball
between their feet.

FUNDAMENTAL SKILL FUNDAMENTALS OF DRIBBLING:

INTRODUCTION
student who is dribbling cannot use two hands at the same time and cannot put
any part of their hand under the ball. Both result in a violation.

defenders.

equally, and work on dribbling in their free time as well.

(continued)

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 Grades K–2 Physical Education
Lesson 3 of 10 (continued)

Building STATIONARY LOW ACTIVITY PROGRESSION 2 MINUTES

DRIBBLE
Skills • All students need a basketball and should stand on their poly spot.
(2 x 30 seconds
(continued)
Each hand) • The students will start by dribbling the basketball with the right
hand low and in a good stance, with their eyes up and their left
arm protecting the ball.
• The students will do this for the allotted time, then switch to their
left hand and complete the same process.

KEY POINTS: Keep the students in a good stance with their chest

quick dribbles to improve coordination and ball control.

STATIONARY ACTIVITY PROGRESSION 2 MINUTES

MIDDLE DRIBBLE
(2 x 30 seconds • All students need a basketball and should stand on their poly spot.
each hand) • The students will start by dribbling the basketball with the right
hand at knee level in a good stance, with their eyes up and their
left arm protecting the ball.
• The students will do this for the allotted time and then switch to
their left hand and complete the same process.

KEY POINTS: Keep the students in a good stance with their chest

control. Teach the students to pound the ball with each dribble.

WALK AND DRIBBLE ACTIVITY PROGRESSION 4 MINUTES

• All students need a basketball and should stand on their poly spot.
• The students will start by dribbling with one hand on their poly spot.
• When the teacher calls out a number, students will walk and
dribble for that many counts, then turn and return to their poly
spot using the same count. For example, if the teacher calls out
“3,” then the students would take three dribbles away from their
poly spot and then three dribbles back to their poly spot.
MODIFICATIONS
• Direct students to walk and dribble in different pathways
(straight, curved, zig-zag).
TRANSITION:
partner.
(continued)

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 Grades K–2 Physical Education
Lesson 3 of 10 (continued)

Building FOLLOW THE LEADER ACTIVITY PROGRESSION 5 MINUTES

Skills •
(continued)
• All students will have a partner and a basketball.
•
the gymnasium.
• Partner 2 must follow Partner 1 and go wherever they go.
• Partner 1 remains the leader for 1 minute, then students switch
roles. Repeat the same process.

PARTNER ACTIVITY PROGRESSION 5 MINUTES

BALL-HANDLING
CHALLENGE • Each set of partners should stand facing each other, with one
(Dribbling) basketball per partner.
• Partner 1 should use their creativity to create a challenge for ball
handling, bounce and catch, toss and catch, dribble stationary, or
dribble while walking.
• Partner 2 should try to complete the challenge from Partner 1
and follow up with a challenge of their own.
• Repeat the process until each partner has an opportunity to
present three new challenges.

TRANSITION: Direct students put the ball away and move to the
center of the gymnasium.

Closure CHECK FOR ACTIVITY PROGRESSION 2 MINUTES

UNDERSTANDING
• Have a student demonstrate the stationary low dribble, and then
the stationary middle dribble.
• Have a student demonstrate how to walk and dribble.
• Ask students what the differences were between the low and
middle dribble.
• Ask students to explain the key points of dribbling using their
own words.
(continued)

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 Grades K–2 Physical Education
Lesson 3 of 10 (continued)

Compliment COMPLIMENT ACTIVITY PROGRESSION 2 MINUTES

SESSION
Session • Encourage students to raise their hand and give another
classmate a compliment.
• If needed, the teacher can start the session by giving a
compliment and letting the students follow.

KEY POINTS: All compliments should be natural. Not every student

has to give or receive a compliment.

TRANSITION: Direct students to line up by the exit of the activity

area.

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