Cooperative Games
September 20 - October 6th
5th Grade
Chestnut Hill Community School
Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
MA CF &
NASPE
Standards
Content to be taught
by #
Psychomotor
Actively participate
in all of the
activities while
utilizing the five
key elements of
cooperative
learning
Cognitive
Students will know
the five key
elements of
cooperative
learning and be
able to understand
what they mean
Affective
By the end of this
unit, SWBAT
demonstrate
sportsmanship by
respecting their
opponent, partner,
and equipment
during any activity.
MA CF
2.2
NASPE
Standard
1
MA CF
2.17
NASPE
Standard
2
MA CF
2.26
NASPE
Standard
5
Assessment
Body control
Personal Space
Passing
Throwing
Catching
Chasing
Fleeing
Dodging
Teamwork
Cooperation
Trust
Accountability
Leadership
Communication
Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
MA CF &
NASPE
Standards
Content to be taught
by #
Psychomotor
Actively participate
in all of the
activities while
utilizing the five
key elements of
cooperative
learning
Cognitive
Students will know
the five key
elements of
cooperative
learning and be
able to understand
what they mean
Affective
By the end of this
unit, SWBAT
demonstrate
sportsmanship by
respecting their
opponent, partner,
and equipment
during any activity.
MA CF
2.2
NASPE
Standard
1
MA CF
2.17
NASPE
Standard
2
MA CF
2.26
NASPE
Standard
5
Assessment
Body control
Personal Space
Passing
Throwing
Catching
Chasing
Fleeing
Dodging
Teamwork
Cooperation
Trust
Accountability
Leadership
Communication
Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
MA CF &
NASPE
Standards
Content to be taught
by #
Psychomotor
Daily Objectives
Students will
actively participate
in all of the
activities while
improving on their
cooperation skills
and individual
skills
MA CF
2.2, 2.1,
2.7
NASPE
Standard
1, 2, 5
Day 1: Leadership
Introduction to Cooperative
Games.
Triangle Tag
The human knot
Foam ball pass
Day 2: Trust
Frogs and Ants
Silent March
Spy
Day 3: Teamwork
Cats and Mice
Pinball
Day 4: Accountability
Builders and Bulldozers
Submarines
Minefield
Day 5: Accountability
4 Card Pickup
Pipeline
Sport Juggle Toss
Cognitive Daily
Objectives
MA CF
2.7
Students will
enhance their
understanding of
one key element of
the day and be
NASPE
Standard
5
Assessment
Date: 9/20/16
Time: 45 min
Lesson: 1
Grade: 5th
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical
education. A tactical games approach. Champaign, IL: Human Kinetics.
TIME
0-4
min
SEQUENCE OF LESSON
Transition to Class:
Students will walk into the
classroom and then sit in the blue
area of the classroom to take
attendance and await instructions
for the day.
Activity 1: Triangle Tag
6-16
min
ORGANIZATION
Date: 9/22/16
Lesson: 2
Time: 45 min
Grade: 5th
6) Always consider the safety of students by making sure students maintain personal space
when participating in the activities. Having students call for the ball will also help in
making sure students maintain personal space during the activity.
Safety Concerns4) Students running into each other
5) Students staying on task in the activities
6) Students keeping the equipment away from the head of any student
References:
Couturier, L. National standards & grade-level outcomes for K-12 physical education.
Reston,VA: SHAPE America- Society of Health and Physical Education. 2014. pg 11
Darst, P. W., & Pangrazi, R. P. (2006). Dynamic physical education for secondary school
students (5th ed.). San Francisco, CA:Pearson Education.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical
education. A tactical games approach. Champaign, IL: Human Kinetics.
TIME
0-4
min
SEQUENCE OF LESSON
Transition to Class:
Students will walk into the
classroom and then sit in the blue
area of the classroom to take
attendance and await instructions
for the day.
Activity 1: Frogs and Ants
6-16
min
ORGANIZATION
Date: 9/22/16
Lesson: 3
Time: 45 min
Grade: 5th
9) Always consider the safety of students by making sure students maintain personal space
when participating in the activities. Having students call for the ball will also help in
making sure students maintain personal space during the activity.
Safety Concerns7) Students running into each other
8) Students staying on task in the activities
9) Students keeping the equipment away from the head of any student
References:
Couturier, L. National standards & grade-level outcomes for K-12 physical education.
Reston,VA: SHAPE America- Society of Health and Physical Education. 2014. pg 11
Darst, P. W., & Pangrazi, R. P. (2006). Dynamic physical education for secondary school
students (5th ed.). San Francisco, CA:Pearson Education.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical
education. A tactical games approach. Champaign, IL: Human Kinetics.
TIME
0-4
min
SEQUENCE OF LESSON
Transition to Class:
Students will walk into the
classroom and then sit in the blue
area of the classroom to take
attendance and await instructions
for the day.
Activity 1: Running Game
6-16
min
16-26
min
ORGANIZATION
Date: 9/22/16
Lesson: 4
Time: 45 min
Grade: 5th
12) Always consider the safety of students by making sure students maintain personal space
when participating in the activities. Having students call for the ball will also help in
making sure students maintain personal space during the activity.
Safety Concerns10) Students running into each other
11) Students staying on task in the activities
12) Students keeping the equipment away from the head of any student
References:
Couturier, L. National standards & grade-level outcomes for K-12 physical education.
Reston,VA: SHAPE America- Society of Health and Physical Education. 2014. pg 11
Darst, P. W., & Pangrazi, R. P. (2006). Dynamic physical education for secondary school
students (5th ed.). San Francisco, CA:Pearson Education.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical
education. A tactical games approach. Champaign, IL: Human Kinetics.
TIME
0-4
min
SEQUENCE OF LESSON
Transition to Class:
Students will walk into the
classroom and then sit in the blue
area of the classroom to take
attendance and await instructions
for the day.
Activity 1: Builders and Bulldozers
6-16
min
ORGANIZATION
Date: 10/4/16
Lesson: 5
Time: 45 min
Grade: 5th
15) Always consider the safety of students by making sure students maintain personal space
when participating in the activities. Having students call for the ball will also help in
making sure students maintain personal space during the activity.
Safety Concerns13) Students running into each other
14) Students staying on task in the activities
15) Students keeping the equipment away from the head of any student
References:
Couturier, L. National standards & grade-level outcomes for K-12 physical education.
Reston,VA: SHAPE America- Society of Health and Physical Education. 2014. pg 11
Darst, P. W., & Pangrazi, R. P. (2006). Dynamic physical education for secondary school
students (5th ed.). San Francisco, CA:Pearson Education.
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2003). Sport foundations for elementary physical
education. A tactical games approach. Champaign, IL: Human Kinetics.
TIME
0-4
min
SEQUENCE OF LESSON
Transition to Class:
Students will walk into the
classroom and then sit in the blue
area of the classroom to take
attendance and await instructions
for the day.
Activity 1: 4 Card Pickup
6-16
min
16-26
min
ORGANIZATION
Psychomotor Assessment
The teacher will evaluate students using the grading scale below.
This assessment tool is evaluating students participation on the
days activities.
4 = Fully participated, respected others at all times, helped others
and was a leader in the group.
3 = Participated a majority of the time, respected others most of
the time, and gave some constructive comments.
2 = Participated about 50% of the time, respected others 50% of
the time and didnt give negative comments.
1 = Participated less than 50 % of the time, showed little respect
for others and gave some negative comments.
0 = Didnt participate, showed no respect for others, and gave
only negative comments.
Student Name
1
2
3
4
5
6
7
8
Day 1
Day 2
Day 3
Day 4
Affective Assessment
Name ____________________
Date__________
Skill___________________
Cooperative Games Daily Checklist
Only put a check mark in the blank only if you fully
complete the skill.
Cognitive Assessment
1.
2.
3.
4.
5.
Unit Evaluation
Percentage of
Grade
Daily Performance Grade (0-10 points per day)
60%
20%
20%
Resources
Center for Disease Control (CDC). (1999). Physical Activity and Health. Retrieved
October 4, 2016, from http://www.cdc.gov/nccdphp/sgr/adoles.htm/
Luvmour, J. & Luvmour, S. (1990). Everyone Wins! Cooperative Games and Activities.
New Society Publishers: Philadelphia, PA.
Unknown. (Unknown). Personal Fitness Packet HES 100. Gustavus Adolphus College
Health and Exercise Science Department: St. Peter, MN.
Unknown. (2005). Health Benefits of Exercise. Retrieved September 25, 2016, from
http://www.nutristrategy.com/health.htm/