Class: Grade 6-9 Date: September 8th & 9th, 2017

Title: Training for Excellent in Sports (Cooperative games)

Lesson Number 1 out of ___ Total in Unit

Objective of Lesson (in own words):

To teach students how to play in various cooperative games. Students will use different skills,
such as walking, running, dodging and swinging. Students will also be able to recognize that
each cooperative game will require different skills and a good strategy might help students
progress in the games.

Learner Outcomes (Program of Studies) Plan for Diversity

Training for Excellent in Sports Outcome Diversity will be planned for in the
1. Cooperate in partner and in small group assessment portion of the lesson where focus
situations will be based on students’ individual
2. demonstrate enhanced performance by abilities.
building strength, power, speed,
flexibility and conditioning (Fitness and
Conditioning Development)
3. Demonstrate an ability to make active
contributions to team
success

Prerequisite Knowledge, Skills, Strategies Preliminary Matters (Announcements,

and Attitudes etc.)

Prior knowledge of cooperative games may be Discuss rules:

beneficial for students in understanding the
importance of each game. Previous experience
in sports may help students with the games.
Positive attitude towards the games and
physical fitness will aid students in enjoying
the lesson.
Rule #1: 1 whistle means stop and NO
touching equipment, 2- whistles means go
Rule #2: students will have to play fair
within the rules of the game.

Lesson Number 1 Cooperative Games

Warm up (5-10 mins all students)

Rock, Paper, Scissor Football

Equipment Needed — 4 pylons/group, 1 football/group
Field set up — see diagram
Place the students into groups of 3-4
When the teachers say go the first person from each line runs towards each other (one person
will start with the football)
When the 2 students meet each other, they play rock, paper scissors. The winning student
continues on with the football. The losing student runs to the back of their line. The next student
in line from the losing team runs out to meet the football. If the person with the football crosses
the 1st pylon, they score a point and give the football to the other team

2. Toilet Paper Tag (15min)

Equipment needed- 8 pieces of toilet paper (still attached) per pair of students
All students start in pairs each holding one end of the toilet paper
While holding the toilet paper the students need to run around and try and “karate chop" other
students toilet paper while trying to protect their own
If your groups toilet paper gets cut, then pick up the longest of the two sides and keep going
The pair that has the longest piece of toilet paper at the end wins

3. Top 10 Food Source (15min)

Equipment needed - 1hula hoop & ball per student, 1 pylon. If hula hoops not available,
you can use yoga mats or students can write their name on paper. If tennis balls aren’t
available, you can replace them with bean bags or pickle balls.
Each student takes a hula hoop and sets it down somewhere in the playing area. They then place
their ball in the hula. hoop.
Round 1— Each student needs to try and get 2 balls in their hula hoop for a split second. They
can only carry 1 ball at a time. As soon as they have 2 balls in their hula hoop, they run over and
line up behind the pylon. The first 10 students to get in line win.
Round 2 — Each student tries to get 3 balls in their hula hoop. They may now carry 2 balls at a
time.
Round 3 — Each student tries to get 3 balls in their hula hoop. They can only carry 1 ball at a

time.

Assessment

I plan to assess the students through formative measures and observations mostly. Anecdotal
notes will be taken for each individual student and how they are meeting expectations.
- The criteria students are to meet are the following as per the Alberta Program of Studies
Training for Excellent in Sports Outcomes:
A. Cooperate in partner and in small group situations
 B. Apply game skills in a variety of modified and informal games situations
C. Understand basic games rules and apply them in games situations
- Students will also be assessed for participation and effort based on their individual
abilities as well

Below is a possible scale to be incorporated into the assessment which will take place over the
course of a few gym classes
1. Cooperate in partner and in small group situations
a. Seldom Sometimes Usually Always
2. Apply skills in a variety of modified and informal games situations
a. Seldom Sometimes Usually Always
3. Understand basic games rules and apply them in games situations
a. Few Some Most All