Bahareh, Maya, Haylie & Adriana SP2 - 2008

Physical Education – Co-operation Games

Lesson Students will be able to understand their own individual contribution to a team or the class and comprehend the concepts of relationships and working co-
outcome(s) operatively as a team.

Year 3 Class 30 Length of 30 mins

level: size: students lesson:
Resources Hoops, CD Player, Cones
Specific objectives Activity Teaching points Class organisation Time
Introduction
Ice-breaker activity- Knots: • Give clear instructions about the In this game, height is a disadvantage, so 6 mins
purpose and directions of the game. have the class line up from tallest to
To practise cooperation, In groups, students stand in a circle, shoulder
shortest. Go down the line and give each
communication and team to shoulder. Students close their eyes, place • Emphasize that the game is about
person the number 1,2 or 3. Group students
work revised in previous one hand in the middle of the circle and gasp cooperation and communication
with same numbers. This way, all 3 groups
lessons, while working to another students’ hand. Repeat this with the
• Encourage and praise effort. have similar height dynamics.
achieve a goal. other hand. From here, students try to untangle
the ‘knot’ they have created with their arms, • Note students who try to dominate
into a circle. Students are not allowed to let go inappropriately and step in if necessary
of each other’s hands throughout the game. with a quiet warning.
• Provide appropriate help if the activity
proves too difficult. (allowing an
unclasp-reclasp)
• Make sure everyone is participating in
the challenge.
Bahareh, Maya, Haylie & Adriana SP2 - 2008

Skill development
Activity- Loop the hoop: • Communicate instructions of the lesson Equipment needed: two hoops per group
To further emphasize clearly
teamwork, cooperation, In groups, students stand in a circle holding Ask students to line up in order of height in 6-7
communication while hands. Two students unclasp hands, and • Encourage students to try different their groups. Give each team member a 1, 2 mins
working to achieve a reclasp through a hoop. On teachers signal, techniques and strategies. or 3 number. Group students with same
goal. Build bodily the group is to pass the hoop around the circle numbers. As each student is different, these
without letting any hands go. The task is
• Give feedback to the group about how
new groups allow students the experience of
awareness, coordination
finished when the hoop returns to its initial well they are cooperating or not working with different personalities.
and use a variety of body
position. cooperating
parts and movements
Increase difficulty by adding another hoop to • Encourage students to voice out loud
the link. Pass hoops around in same direction different strategies to help their team
from opposite ends of the circle, without members.
breaking hands apart.

Equipment: CD player, small and larger,

To understand the different coloured hoops.
concept of inclusion and 15
Activity- Musical hoops • Encourage children to help each other
develop social skills, by mins
10 hoops of different sizes and colours are out and work together to keep all
working as a whole class
placed on the ground, spaced safely students in hoops
to achieve a goal.
Demonstrate body and throughout the playing area. When music • Keep an eye out and stop any
space awareness. starts, students move as instructed (walk, skip, misbehaviour such as pushing,
gallop etc.) throughout the general space shoving, etc by giving quiet warnings.
avoiding the hoops. When the music stops,
students get into a hoop as quickly as possible. • Emphasize the importance of
Students must help each other to stand in a participation of all class members.
hoop. Hoops must stay on the ground at all
times, and must not be stood on. Aim of the
game is that all students are in a hoop by the
start of the next round.
Increase difficulty by taking a certain amount of
hoops away after each round.

Increase difficulty by only allowing students get

in a hoop of a certain colour.
Bahareh, Maya, Haylie & Adriana SP2 - 2008
Conclusion
• Quick hand-signal survey of feelings about Class sits in a semi-circle during discussion. 3 mins
To review what the the lesson (thumbs up, thumb on the side,
students have learnt thumbs down)
during the lesson, and to • Students have an oral self- reflection • Re-emphasise the importance of
evaluate their individual discussion about the lesson and working cooperation and communication in
and peers contribution to in groups. They discuss different strategies
team work
the team. or skills that were used throughout the
activities to achieve the group/class goal. • Praise students who were helpful and
Teacher explains that next week’s lesson cooperative
will build off this week’s lesson, but will
involve more teamwork as a whole class • Summary of skills used throughout the Single
to achieve the overall goal. lesson file out of gym – take turns to slap (on the
• Slap chart (up high –great, middle – chart next to the door) how you feel
alright, low – not good)
Bahareh, Maya, Haylie & Adriana SP2 - 2008

PE and Health Unit Planner

Developmental sequence of teaching/learning
Term Year Band
2 3 Primary
Unit/topic outcome description
Students are able to demonstrate body and space awareness when performing
cooperative game skill activities, and use a variety of body parts and movements.

Students will discover different strategies, critical thinking, and problem solving skills
to solve cooperative games.

Through the practise of cooperative games, children will gain interpersonal skills
such as respect, cooperation, communication and courtesy.

Essential Thinking skills/ ICTs Resources/

learnings processes, for equipment
example, Bloom’s,
Gardner’s or key
competencies
 Futures  Remembering  Digital camera  Hoops
 Identity  Understanding  Computer/printer  Blindfolds
 Interdependence  Applying  Video camera  Whistle
 Thinking  Analysing  Internet  Ropes
 Communication  Evaluating  CD player  Mats
 Creating  Email 
 Stopwatch 

Strand Key ideas SACSA outcomes (verbatim)

Physical activity Students individually, in
and participation groups or teams enhance
their self-awareness through
developing, refining and
expanding their movement
abilities and strategies within
an appropriate context of
physical activities.
2.1: Confidently performs and
repeats movement sequences
with control balance and
coordination that in turn
enhance their ability to plan for
and participate in a wide range
of physical activities
 Bahareh, Maya, Haylie & Adriana SP2 - 2008

Planning
Key ideas Focus of Learning Sequence of core teaching events Resources
Students Through completing 1. Introduce relationships and the
meaning of teams
individually, in this unit of work,
• Pairs – go through the obstacle • Blindfolds
groups or teams students will focus on
course helping each other
enhance their improving their body • Mats, cones,
• One person of each pair is mat wedges,
self-awareness movement and blindfolded – other person
interpersonal skills guides and instructs them foam
through
that are required for through the course hoarse,
developing,
working as a team. • Pairs swap roles – blindfolded skipping
refining and
person becomes the guide ropes, disks.
expanding their
2. Pairs
movement
• Quick activity –
abilities and
Students will be able 3-legged-run  non-competitive
strategies within co-operation game to start the • Elastic to be
to understand their
an appropriate lesson
own individual used as leg-
context of • Main activity – 3-legged ties
contribution to a obstacle course – partners work
physical activities. together to complete the
team or the class • Mats, cones,
and comprehend the obstacle course, while still
attached to each other. mat wedges,
concepts of foam
• Oral Reflection – “How do you
relationships and hoarse,
feel about the activities?”
working co- skipping
3. Groups
operatively as a ropes, disks.
• Quick Activity – Follow the
team.
leader – copying the action of
the leader. When leader reaches
mats placed throughout the gym,
leader and actions change.
• Mats
• Main Activity – Musical Numbers
– while music is playing, run,
hop, skip or jump as directed in
the space. When music stops,
form groups of a chosen number
by teacher – players not in
groups jump on the spot until
music stops again. • CD Player

4. Groups / Whole Class

• Quick Activity – Knots – split the
class in three groups. Close
eyes and grab the closest hand.
Open eyes and try undo the
knot.
• Quick Activity – Loop the hoop –
groups of 6 – initially one hoop,
then after twice going around the
circle, introduce another hoop.
Bahareh, Maya, Haylie & Adriana SP2 - 2008

• Main Activity - Musical hoops, • Hoops

place 10 hoops in a space.
Students move as instructed by
teacher around the hoops. When
music stops, students must
stand in a hoop, until music
starts again. After each round,
take a certain amount of hoops
away. Students work together to • Small and
keep everyone in hoop when big hoops
music is not playing.
• CD player
• Oral self- reflection (4 mins) –
about the lesson and working in
groups
5. Whole Class
• Quick Activity - 1, 2, 3 cross.
Class stands in square shape
with equal distance between
students. When teacher calls ‘1’
students from directed opposite
sides move as instructed (walk,
skip, gallop) to the opposite side
of square, without touching
anyone. When teacher calls 2,
other sides repeat action. When
‘3’ is called, all try to move to
their opposite side without
touching anyone.
• Main activity: Parachute – class
in a circle around the parachute
 aim is for everyone to be able
to get underneath the parachute
after being lifted by class. Vary
the activity.
• Build on this by placing balls in
• Parachute
middle of parachute and work
together to bounce the balls,
causing a ‘popcorn effect’

6. Whole Class
• Quick Activity – Caterpillar walk
– class form a line like a long
caterpillar. Everyone takes a leg
of the player in front of them and
holds it in their hand. Then
everyone hops at the same time
after the leader hops – leaders
change every so often, guide the
rest of the class in a line across
the gym.
• Aim to try and tag the person
who is the tail.
• Main Activity - Snake chasey –
start out as pairs, link up
progressively to other pairs to
form groups / longer snakes –
Bahareh, Maya, Haylie & Adriana SP2 - 2008

eventually whole class linked.

Bahareh, Maya, Haylie & Adriana SP2 - 2008

Assessment
Criteria for Assessment Who will assess? SACSA Record of
assessment strategy outcome assessment
• Co-operation Observations Student – reflect 2.1: Teachers keep
of students as on how they Confidently records of:
• Respect each they perform in contributed to performs and
• Students
other pairs, groups achieve their goal. repeats
and as a class, movement interaction
• Work as a in relation to sequences • Participatio
their Peer – discuss with control n level
team
understanding how they worked balance and
of co-operating to create a coordination • Co-
• Understandin
as a team. successful team. that in turn operation
g role of enhance their • Team work
individuals in ability to plan
Teacher – assess for and • Contributio
a team
students participate in a n to the
• Participation cooperation, wide range of team
respects for other physical
• Fitness
• Strategies students, activities
levels
individual
• Body participation level • Difficulties
movements and contribution to students
partner/team/class may have
• Fitness with their
body
coordinatio
n
• Effort.
Bahareh, Maya, Haylie & Adriana SP2 - 2008