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Grades 6-8

Team and Cooperative Games

Lesson 10

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Show Standards

Equipment: Fluffilos and hoops.

Focus Standard for the Entire Unit: Throughout every lesson, look for students who make responsible decisions about using time, applying rules, and following through with decisions. Inform the students of your method for reward during this unit, and be sure to reward the class at unit's end!

Make responsible decisions about using time, applying rules, and following through with the decisions made (NASPE Standard 5).

  1. Unpack:

    • What is the verb: Make decisions

    • What is the level of proficiency: Using time wisely and correctly applying rules

    • What is the skill o‹ùcontent: Being responsible enough to use time and applying rules

  2. Evidence of learning:

    • The students exhibit behavior of being on task and applying the rules to the game/activity.

  3. Assessment tool/task:

    • Structured observation: Students will show their responsibility in game settings.

  4. Criteria for competence:

    • Using time responsibly:

      • Students should manage time so that they are actively participating. All equipment should be gathered at one time and game information should be conveyed quickly, but effectively. Students should show motivation to get involved and get the games rolling!

    • Applying rules:

      • Students should listen carefully to the rules and expectations for all activities. They will show understanding by applying the rules to the games or activities being played. The game or activity will flow smoothly if all players/participants are applying the rule correctly.

    • Following through with decisions:

      • Students should be able to plan strategies with teammates and follow through with the directions and agreements made. If they decide to make a game plan, they should be able to execute the plan without quitting.

  5. Levels of quality for making responsible decisions about using time, applying rules, and following through with decisions (5-point rubric).

    5. Student participates from start to finish, applies all rules to the game/activity, and follows through with all decisions.

    4. Student participates most of the time, applies the rules to the game/activity, follows through with all decisions.

    3. Student participates most of time, applies the rules, and follows through with most decisions.

    2. Student participates more than 50% of the time, applies most of the rules, and follows through with most decisions.

    1. Student participates minimally, applies some of the rules, and tries to follow through with his/her decisions.

Throughout today's lesson, look for students who make responsible decisions about using time, applying rules, and following through with decisions. Inform the students of your method for reward during this unit, and be sure to reward the class!

Focus Standard for the Day:

7-2.3 Use principles of motor learning to establish, monitor, and meet goals for motor skill development.

  1. Unpack:

    • What is the verb: Use

    • What is the level of proficiency: Establish, monitor, and meet goals

    • What is the skill or content: Motor skill development

  2. Evidence of learning:

    • The student will make goals toward a certain skills (kicking for example... I want to learn how to kick with proper form) and practice in order to make a permanent change.

  3. Assessment tool/task:

    • Structured observation: The student will show progress with a specific skill over a two week period. The student should set the skill in the beginning of the unit and reassess their learning at the end of the unit.

  4. Criteria for competence:

    • Motor learning: The acquisition of skills or skilled movements as a result of practice. Motor learning involves a set of internal processes associated with practice or experience leading to relatively permanent changes in motor skill.

    • Principles of motor learning: When you establish a goal you must understand that it takes time and practice for the change in your skill level to become permanent. Changes won't happen overnight.

  5. Levels of quality for the use of motor learning principles to establish, monitor, and meet goals (5-point rubric):

    5. Student establishes, monitors, and meets goals set over a two week period and applies their motor learning in all game settings. Student fully understands and explains the principle of motor learning.

    4. Student establishes, monitors, and meets goals set over a two week period. Student fully understands the principle of motor learning.

    3. Student establishes, briefly monitors, and meets goals set over a two week period. Student attempts to explain the principle of motor learning.

    2. Student establishes and meets most of their goals set over a two week period. Student attempts to explain the principle of motor learning.

    1. Student attempts to establish goals and attempts to meet the goals. Student cannot explain why the principles of motor learning are involved.

WARM UP: Wagon Wheels

  • Students form one large circle.

  • Students lay on their tummies with heads facing center, forming a giant wagon wheel (use two or more groups for large class sizes). The players' bodies are the wagon spokes.

  • Designate a starting wagon spoke.

  • On signal, the first spoke jumps up and begins to run around the wheel to the RIGHT jumping over the legs of the spokes as he/she goes.

  • The next spoke to the RIGHT does NOT wait for him/her to return - but jumps up immediately after the first spoke jumps over him/her!

  • Spokes continue to jump up and run as quickly as possible.

  • Spokes must make it back to their position and lay down as quickly as possible so that the person behind them can jump over and get to their spot.

  • Perform a designated number of rotations, or continue play until the signal to stop. (One time around does not make a warm-up!)

  • Repeat to the LEFT. Remember - whichever way the first spoke runs, the players must peel off in the same direction.

  • Wagon Wheel Challenge: Instead of lying on the ground have players maintain a "plank" position throughout the exercise! Great way to build core strength!

Review Being Responsible!

  • Explain that we only have a limited amount of time for physical activity. Let's use it wisely!

  • Listen to the rules the first time! That way we all understand how to play the game properly and we don't waste time repeating them.

  • Follow through with decisions. If you chose a certain strategy (run straight up the middle) make sure you follow through with it. That way your teammates are always in the loop.

  • Explain that you will be looking for students that use time wisely, apply the rules, and following through with all decisions.

Tunnels and Logs Obstacle Course

  • Students form one large circle.

  • Count off into THREE's. 1 - 2 - 3 - 1 - 2 - 3 ... or go ahead and assign them "log, tunnel, runner." (yes, in sequence.)

  • Logs will lay on their tummies (head facing toward the inside of the circle).

  • Tunnels will stand in tunnel position by placing hands and feet on the ground with torso up in the air.

  • On "go" signal, runners will complete the obstacle course by crawling under the tunnels and jumping (very carefully) over the logs. THIS IS NOT A RACE!

  • On Teacher's signal all students FREEZE! Logs become tunnels, tunnels become runners, and runners become logs.

  • Repeat the activity until all players have played all positions.

  • FUN with music! Freeze signal = music stops.

  • A fourth student shape can be added. A tree: stand upright with arms as branches. Players run all the way around each tree he/she passes. OPTION: if students are having a hard time with the tunnels, allow students to choose whether they'd like to be a tunnel or a tree.

Hula Boola!

  • Groups of 5-6 players.

  • Players stand in a line, linking hands, with one hoop per player stacked at one end of their line.

  • On "go" signal, the player closest to the hoops picks up ONE hoop and passes it over his/her body and on to the next player without releasing hands. Continue down the line and pile on the other side (Players will need to step through the hoop in order to pass it).

  • After allowing some time for group practice, begin the relay.

  • On "go" signal groups must pass all of the hoops - one at a time - to the other end of the line.

  • The winning group is the one that gets the hoops all the way to one end of the line and BACK to the starting position the fastest, while meeting the following criteria.

    • EVERY HOOP must be placed on the ground and LET GO prior to having the hoops head back home.

    • Players may not let go of hands at any time.

    • In order to win, players continue to hold hands while forming a circle around their stack of hoops, and yell "HULA BOOLA!"

    • Players must have ALL hoops on the ground prior to beginning to form the circle.

Five to Score!

  • 5 players per team.

  • Multiple games can be played simultaneously.

  • One team should wear flags, wristbands, bandanas (scarves), or jerseys to distinguish between the two.

  • A marked off playing area that is about 30 feet by 50 feet is ideal.

  • The objective is for a team to make five consecutive passes to all five players without dropping the ball or having it intercepted. There is no "goal" on the field.

  • One point is scored every time 5 passes (to all five players on the team) are completed.

  • After each score, the opposite team has possession.

  • To begin, have the players scatter throughout the playing field.

  • Each player is assigned to guard one player on the opposing team.

  • Player with the ball cannot take more than three steps when attempting to throw to a teammate, nor can he hold the ball for more than three seconds.

  • Defenders must stay 3 feet away from the person holding the ball to allow for passing.

  • Violations or the three step rule, or the 3 second rule result in opposing team gaining possession of ball.

  • Violation of the 3 foot defender rule (in-your-face guarding) results in a free pass for offensive team.

Pirate Plunder!

  • Designate a good sized playing field with a goal area at each end of the field.

  • Designate boundary lines around the perimeter, half-field line, and a safety zone (similar to the "key" in a basketball court).

  • Divide the class into 2 teams. Use flags or scarves for team ID.

  • Place a bucket of Fluffilos in the center of each "safety" zone - this is your team's TREASURE CHEST, and another EMPTY basket (or bucket or hoop) behind the goal line for your stolen bounty.

  • The object of the game is to work as a team to get the opponent's Fluffilos from the treasure chest inside the safety zone and take them back to your goal-line bounty basket (or bucket or hoop) without being caught (tagged) by a member of the opposing team.

  • Students may only be tagged when they are inside of their opponent's playing area, outside of the safety zone, and while they are holding TREASURE (a Fluffilo).

  • The safety zone may be occupied by the opposing team's players only. You are not allowed inside the safety zone of your own side of the field.

  • Players may only take ONE Fluffilo at a time out of their opponent's treasure chest.

  • Players may run with a Fluffilo, or they may pass a Fluffilo to a teammate.

  • Once a player has a Fluffilo, he or she can either make a run for it, or may step OUT of the safety area and pass the Flo. The player must then return to his/her own side prior to another trip to the safety zone. (Only ONE Fluffilo can be set in motion by each player per trip. Players are NOT allowed to simply stand inside the safety zone and throw the Fluffilos one after another to their teammates!)

  • If a student gets tagged on their opponent's side while holding a Fluffilo, they must return the Fluffilo to the TREASURE basket, then go to their own goal line and complete 5 sit-ups or 3 push-ups before returning to the game.

  • Note: You cannot get tagged on your side of the field, only on the side of your opponent - and you must be in possession of TREASURE.

  • Continue the game until one team has plundered all of the opposing team's TREASURE, or as long as time permits. If you must call the game early, the team with the most TREASURE and BOUNTY wins!

COOL DOWN: Knots

  • Groups of 8 in a circle.

  • Students put hands into the center of the circle, crossing arms at the wrist.

  • Grasp hands with 2 different people across from them (not beside them).

  • Now try to untangle knot without letting go of hands.

  • Race if desired.

Motor Skill Goals

  • Students will set goals to improve a motor skill. For example: "I want to learn how to kick with proper form."

  • For two weeks students will monitor their progress and record all observations.

  • When completed, students will write a summary explaining the improvements they have made.