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Grade 3 - 5 , Cooperative Games Unit |
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Overview
How do groups of people accomplish tasks? For example, how do sports teams win games? How was the
Empire State building built? These tasks required people that had a common goal and worked together
as a team.
In this unit, you will learn effective ways to communicate and cooperate with others. You will learn
to work in a group to solve physical and mental challenges. John Donne (1624) said, “No man is an island?”
What does that mean? Throughout life, you will have to work with other people. In your classroom, your job, your family, when you drive (when you turn 16) and
various other activities, you are working with other people. Being able to communicate effectively with
others is very important. Working with others to become an effective team will allow everyone to accomplish
goals and tasks.
The following games/activities will help you effectively communicate with others and you will learn how to work as a
team so everyone on your team will be successful.
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Standards
Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Good sportsmanship includes following rules of games and being responsible for
yourself and the safety of others.
- Rules help keep games and activities safe and fair.
- We will always have to work with other people for the rest of our life.
- When you are presented with a problem and have to work with others, working together
will help you solve the problem.
Essential Questions - most important “big picture”
questions students should be able to answer after completing learning activities.
- Why is cooperation important in games?
- What happens when people don’t work together?
- What are some positive social behaviors?
- Why do we have to work together as a team?
Standard
One: Demonstrates skills in a variety of activities
Benchmark: Loco
motor, non-loco motor, manipulative skill development and movement
District Indicator: Repeatedly performs loco motor, non-loco motor, and
manipulative skills in isolation and combination
Standard Two: Exhibits components of physical fitness
District Indicator:
Demonstrates
cardiovascular endurance
District Indicator: Demonstrates flexibility
District Indicator: Demonstrates muscular strength and endurance
Standard Three: 3.1 Participates in a variety of activities
Standard Four: Demonstrates knowledge in team and individual sports.
Standard Five: Demonstrates the knowledge necessary to participate in physical activity; safe use and respect of equipment.
Standard Six: 6.1 Works cooperatively with others.
Essential Skills:
- Demonstrates loco motor, non-loco motor, and manipulative skills in isolation and combination
- Participates in a variety of physical activity.
- Demonstrates appropriate use of all equipment and facilities.
- Accepts appropriate behavior for winning and losing.
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Lessons
Lesson 1: Introduction to Cooperative Games
Duration: 45 minutes or 1 class period
Equipment: CD Player and CD
Objective: For our class to be successful, we need to work together. To accomplish that goal,
everyone will need to learn to communicate effectively with others and to learn to work as a team.
Before we can begin that process, we need to find out about each other. You will be participating in
a couple of activities today to help you learn your classmates’ names and something about them.
We will also discuss our rules and discuss our class mission statement that will be posted in the gym.
Activities:
First Activity
- In our first activity we will be learning your classmates’ names. You will spread out around the
gym and jog around the gym when the music starts. When the music stops you must high-five someone and
introduce yourself. When the music starts again, you start jogging again and when the music stops, you
find a new person to double high-five and introduce yourself. Then find and single high-five the first
person you met and say their name. When the music resumes, start jogging again and when the music stops,
find someone to touch elbows with and introduce yourself. You will then find the person you doubled high
five and then find the person you single high fived. Please say the name of the person after you complete
the physical action. We will also be doing back to back, pinky to pinky, toes to toes, and knees to knees.
You need to go in order and if you forget the order, you can look on the whiteboard for the order. Your
physical education teacher may add more variations to this game.
Second Activity
- The second activity will consist of you being in a group of eight to ten students and one student has a
small ball. The student with the ball will say his name and toss it to another student. That student will
say the student’s name who tossed it and his/her name. They will then pass it to a new person and the ball
will continue to be passed around until it is thrown back to the first student who said their name first. He
or she will then say all the names of the students in the group. Then each person of the group will try to say
all of the names of the students in the group.
- After five- ten minutes, move half of the group to a new group and begin again.
Variation
- Each person can also say something interesting about themselves. According to class size, you may use smaller
numbers in each group and have more groups.
Differentiation
- students with disabilities, have them only high five other students.
Lesson 2: Swamp Machine
Duration: 45 minutes or 1 class period
Equipment: Two unfolded tumbling
mats, side by side
Objective: Today we will continue our physical and mental challenges.
Near the end of class we will continue with the review of rules and mission statement.
Activities:
Explanation:
- For our activity, you will be in groups and will have to transport yourselves across a
swamp (defined space) using a tumbling mat. The mat will have its Velcro ends attached so
that group members can get inside the unit to operate the machine as they would the tracks
of a military tank.
- You will have to work together as a team and if you violate one of the rules, sacrifices
(consequences) will result. In every day situations, if you break rules, you have consequences.
Can anyone give me an example?
- You will begin on one side of the gym at a designated island (two unfolded tumbling mats, side by side).
Two, three, or four members may get in the swamp machine and maneuver across the swamp to the other side
of the swamp (dry land). Some of the members may get out of the swamp machine, but at lest two group
members must stay inside the swamp machine to take it back to the island to pick up more group members.
You will have to trade places because no group member may take more than two consecutive trips across
the swamp. You will continue this challenge until all members are on the other side of the swamp.
- After students complete the challenge, rotate the students.
- We will also review the rules for the class and discuss our class mission statement.
Rules and sacrifices:
- If a group member touches the floor (swamp), that person and one successful person (on dry land) must
go back to the island.
- If the swamp machine falls apart, no sacrifice is required if the group members in the swamp machine
repair it while it is in the swamp. If the group members in the swamp machine cannot repair it while it
is in the swamp, the entire group must return to the island.
- No group member may take more than two consecutive trips across the swamp. If a group member does so,
then one person from dry land must go back to the island.
- Two, three, or four group members must always be in the swamp machine as it crosses the swamp. If
one or more than four members occupy the swamp machine, the entire group must start the challenge from
the beginning.
- Group members may not use last names or put-downs.
Variations
- Give a time limit. Challenge the group to get their teammates across the swamp in less than four moves.
Differentiation
- For students with disabilities, if they cannot be inside the mat, have them touch their hand to mat and
walk across the swamp with their hand staying on the mat the entire time.
Lesson 3: Magic Bases
Duration: 45 minutes or 1 class period
Equipment: Poly spots
Objective: Today we will continue our challenges and near the end of class we will continue with
the review of rules and mission statement.
Activities:
Explanation:
- For this challenge you must hold hands as you travel through a figure-eight pattern of poly spot.
Team members may step on the poly spots only after they enter the path. You may not touch the floor
or speak to one another during the journey. Group members may touch the floor when they step off the
exit base, but you may not release your hands from your teammates.
- The poly spots will be set up in a figure-eight pattern, with one loop open. One base will be the
designated starting base and another will be the exit base. The bases will be a big step apart.
- After the group has successfully completed the task, split the group members up and place them in
a new group.
- After you have been in several groups, we will come together and discuss what helped you be successful
and what hindered you. We will also review the class rules and discuss the final draft for our class mission
statement that will be posted in the gym.
Rules and Sacrifices
- The team must travel the figure-eight pattern with members holding hands. Hands may not come apart.
- Team members may not touch the floor between the entry base and the exit base.
- No more than four feet may be on one poly spot at a time.
- No one may call others by their last names or use put-downs.
- If a rule is broken, the entire group must start the task from the beginning.
Additions and Variations:
- Once a teammate steps on a base, he or she may speak. Group members may not speak until they reach
the first base.
- Give the team a time limit or time the challenge with other groups.
- No more than two feet may touch a poly spot.
- Alternate the direction that each person faces as group members line up to hold hands.
Differentiation:
- For students with disabilities they may only place one foot on a poly spot if they cannot keep their balance.
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Teachers
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