| Basketball Scrabble | |
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State Standard: 1, 2, & 4 |
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| Equipment: Several basketballs, pencils, scratch paper, cones, several noodles (cut to smaller sizes) with letters of alphabet on each one, & basketball hoops. | Grade: 2-5 |
| Purpose of Event: Dribbling a basketball while attempting a shot as well as making words with letters. | |
| Time: 20-25 minutes | |
| Organization: Divide the class into 4 or 5 teams (relay style) and have them line up on one end the gym behind a cone. Give each team one basketball, a pencil, and a scratch piece of paper. Put a basketball full of cut -up pool noodles with each letter of the alphabet inside (add a wild card if you want).
Scrabble: On the signal, the first player in each line will dribble their basketball to a hoop and attempt a shot (using the proper progression as much as possible). After the player has taken their shot they dribble their basketball to a bin (located in the middle of the gym) filled with the letters and take one. Once they have chosen their letter they dribble their ball back to their team and give the basketball to the next person in line. This player then dribbles the ball to a hoop and attempts their shot. Each player from each team continues to dribble and attempt their shots and retrieve a letters from the bin before they return to their team. The team that comes up with the most words from the letters they have chosen at the end of the time limit are the winners (this is what they pencil and scratch paper is for). Rules: If a player attempts their shot, but does NOT make it that student is allowed to retrieve only one letter from the bin; whereas if a student who shoots a shot and DOES make it they can retrieve two letters. Variations: For older students; instead of making words have them try and make as many sentences out of their letters. |
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| Concerns: Move safely around the gym. Make sure students are taking turns and staying in their order in their lines!! | |
| This idea is from: Amy Staples, K-5 Physical Education Teacher, Sioux Falls, SD. | |
