Cooperative Games Unit Plan

Mike Jamieson
Cooperative Games
September 20 - October 6th
5th Grade
Chestnut Hill Community School
Springfield College Physical Education Health Education Department

PE Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level___4-6________
Unit Outcomes
(By the end of the unit,
students will be able to)
Reference
MA CF &
NASPE
Standards
Content to be taught
(include rubrics, quizzes,

etc. in written
materials section)
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
Correct skill cues

Strategies for success
Be able to correctly
identify the five key
elements
Problem Solving
Teamwork
Cooperation
Trust
Accountability
Leadership
Communication
Pre and Post Test

assessment
Unit Outcomes
Reference
MA CF &
NASPE
Standards

etc. in written
materials section)
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
Correct skill cues

Strategies for success
Be able to correctly
identify the five key
elements
Problem Solving
Teamwork
Cooperation
Trust
Accountability
Leadership
Communication
Pre and Post Test

assessment
Unit Outcomes
Reference
MA CF &
NASPE
Standards

etc. in written
materials section)
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
Day 1: Talk about

communication and how it
will be used in the activities
today. Check for
understanding during each
activity and discuss strategies
on how it helps the students.
Springfield College Daily Lesson Plan

Name: Mike Jamieson
Date: 9/20/16
Time: 45 min
School: Chestnut Hill
Lesson: 1
Facilities: Gymnasium/Outdoor grass field Number of students: 20-26
Grade: 5th
Unit/Theme: Cooperative Games

Equipment: Foam balls (15-20), Gym, Pennies (10-15) 10 Hula hoops, 4 Large Cones
Focus of Lesson: Leadership
Check each objective is it specific? Is it achievable? Is it developmentally appropriate?
Lesson Objectives - The student will be able to
1) At the end of the lesson, the students will be able to work together to cooperatively come up
with a solution to the problems given to them and work together as a group to achieve success.
(psychomotor)
2) After participating in the cooperative learning lesson, the student will indicate their attitude
concerning whether they are a leader, good decision maker or good teammate by answering
questions at the end of class. (affective)
3) After participating in the lesson, the student will be able to demonstrate knowledge of the
activities by showing their leadership and decision making skills. (cognitive)
Teacher Performance Objectives During the lesson the teacher will:
1) Provide at least 1 positive specific and 1 corrective specific piece of feedback to each
student throughout the lesson.
2) Use gender neutral terms when addressing the class.
3) Utilize motivational techniques to create a positive and competitive environment in the
class.
Special Considerations
1) Be sure that all students have a full understanding of the classroom rules (check for
student understanding by having students repeat the rules prior to activities).
2) Help students who might be struggling with specific skills by providing individual or
small group feedback as needed.
3) 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 Concerns-
1) Students running into each other

2) Students staying on task in the activities
3) 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.
D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

Retrieved from http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
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
Bring the group to the blue to

discuss the next activity
The class is split up into groups of
four students.
One person from the group is it.
Three students in the group hold
hands and one of them are
designated to be the one who will
be chased.
The one who is it is trying to tag
that designated person with the
pinnie in their back pocket.
They try to get the pinnie by getting
around the other two-team
members.
The other two people may protect
that student by spinning or turning
their triangle to keep that person
from getting tagged.
Activity 2: Human Knot:

The students split up into 4 groups
Each member of the group must
grab hands with someone in their
group but the person cannot be
standing next to you.
ORGANIZATION

Name: Mike Jamieson
Date: 9/22/16
Lesson: 2
Time: 45 min
Grade: 5th

Equipment: Foam balls (15-20), Gym, Pennies (10-15) 10 Hula hoops, 4 Large Cones, 30 Bean
bags
Focus of Lesson: Trust
(psychomotor)
2) After participating in the cooperative learning lesson, the student will indicate their attitude
concerning whether they are a leader, good decision maker or good teammate by answering
questions at the end of class. (affective)
activities by showing their leadership and decision making skills. (cognitive)
class.
Safety Concerns4) Students running into each other
References:

TIME
0-4
min
SEQUENCE OF LESSON
for the day.
Activity 1: Frogs and Ants
6-16
min
Before playing the game, explain

the rules and how students will
need to cooperate - work together
safely and nicely - in order for the
game to be successful.
Choose a few students to be
"frogs". Give the "frogs" pinnies to
wear.
At the signal (whistle), the frogs
move around the playing area
trying to tag other students who are
the "ants".
When a player gets tagged they
must lay on their back with their
feet and hands extended in the air.
At this point, the ants that have not
been tagged can try to "save" their
fellow ants by getting four ants to
carry and set the "hurt" and inside a
"lily pad" (hula hoop). Have
students demonstrate how to safely
carry a "hurt" ant and how to
carefully set them down on the
ground.
When all four ants are attached to
the "hurt" ant the frogs cannot tag
them.
After the ant is placed down inside
a lily pad, all five ants have two
seconds to get away before the
ORGANIZATION

Name: Mike Jamieson
Date: 9/22/16
Lesson: 3
Time: 45 min
Grade: 5th

Equipment: Foam balls (15-20), Gym, Pennies (10-15) 10 foam pins, 4 Large Cones
Focus of Lesson: Teamwork
(psychomotor) MA CF 2.1 NASPE 1
2) The student will be able to indicate their attitude concerning whether they are a leader, good
decision maker or good teammate by answering questions at the end of class. (affective) MA CF
2.6 NASPE 4
activities by showing their leadership and decision making skills. (cognitive) MA CF 2.7 NASPE
5)
class.
References:

TIME
0-4
min
SEQUENCE OF LESSON
for the day.
Activity 1: Running Game
6-16
min
The students will choose a running

game by voting on which one they
want most
They will vote between fishy-fishy,
All horses run, or any other one
they have in mind
This is utilized to get the students
to use energy and give them an
opportunity to move around as
soon as they get inside the
gymnasium
Activity 2: Cats and Mice
16-26
min
The Class will be divided into two

equal teams, with one team starting
as the mice and the other starting
as the cats.
The mice will line up in two lines
and in relay formation.
These lines will be at the starting
end of the playing field (basketball
court).
The cats will be lining the two
sidelines of the playing area.
The first runner in each mouse line
will be given a piece of cheese
(Use a yellow foam ball). The
object of the game is for the mice to
move the cheese to the opposite
end of the playing area and return it
ORGANIZATION

Name: Mike Jamieson
Date: 9/22/16
Lesson: 4
Time: 45 min
Grade: 5th

Equipment: Foam balls (15-20), Gym, 4 Large Cones, 30 Bean bags, Blindfolds (20-25) Small
cones (20)
Focus of Lesson: Accountability
2) After participating in the cooperative learning lesson, the student will be able to demonstrate
teamwork and accountability. (affective) MA CF 2.6 NASPE 4
3) After participating in the lesson, the student should be able to demonstrate knowledge of the
5)
class.
References:

TIME
0-4
min
SEQUENCE OF LESSON
for the day.
Activity 1: Builders and Bulldozers
6-16
min
The students will be split up into

two groups, one group is the
builders, the other group is the
bulldozers.
After randomly setting cones (these
cones should be light so they are
easily knocked over) throughout the
playing area explain to the students
that there will be two groups
moving around the general space
during this activity.
One group, the Bulldozers, will
wear pinnies and their job is to go
around tipping over as many
buildings (cones) as they can.
The Builders are to rebuild the
fallen cones by standing the fallen
cones back up.
All students will have to travel from
cone to cone using a predetermined locomotor movement
(walk, hop, jump, etc.).
Have the students switch groups
midway through the instant activity.
Activity 2: Submarine
The students will be in groups of
four
The person at the back of the
Submarine is the captain of the
ORGANIZATION

Name: Mike Jamieson
Date: 10/4/16
Lesson: 5
Time: 45 min
Grade: 5th

Equipment: Foam balls (15-20), Gym, Pennies (10-15) 10 Hula hoops, 4 Large Cones, 30 Bean
bags, Blindfolds (10-15) Small cones (17)
Focus of Lesson: Communication
2) After participating in the cooperative learning lesson, the student will be able to communicate
positively with their teammates and provide feedback to each other in the activities. (affective)
MA CF 2.6 NASPE 4
5
class.
References:

TIME
0-4
min
SEQUENCE OF LESSON
for the day.
Activity 1: 4 Card Pickup
6-16
min
There will be a deck of cards

spread out face down in the middle
of the gym
Each team will be assigned a suit
from the deck (Diamonds, Hearts,
Spades, Clubs)
One student at a time will run from
their corner and try to pick up a
card
If they pick up the correct card for
their team, they will run it back to
their corner and make a pile
If a student picks up the wrong
card, they will put it back down and
run back to their corner
The first team to get all of their
cards wins
Activity 2: Pipeline
The students will get into groups of
4-5
Their job is to pass the ball using
an object all the way from one wall
to the next
16-26
min
The students will be challenged to

use different types or sizes of balls,
as well as equipment to pass the
ball down the line.
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.
_______ - I showed respect toward all students and the

equipment.
_______ - I participated fully in all activities.
_______ - I gave only constructive/positive comments.
_______ - I helped others when they needed it.
Did you accomplish all of these?
Which ones did you struggle with?
Which ones were you good at?
What is your overall feeling of todays activities? (Circle
one)
What was your favorite activity of the day?
Cognitive Assessment
What are the five elements of cooperative Learning?
1.
2.
3.
4.
5.
Unit Evaluation
Percentage of
Description of Grading Component
Grade
Daily Performance Grade (0-10 points per day)
60%
(arriving on time, dressing appropriately for physical activity,

participating fully, and demonstrating appropriate social behaviors)
20%
Performance Assessment of Skills
20%
Personal Fitness Assignments/ Cognitive Assessment of Skills
Resources
American Heart Association. (2003). Cardiovascular Disease Statistics. Retrieved

October 1, 2016, from http://www.americanheart.org/presenter.jhtml?identifier=4478/
Center for Disease Control (CDC). (1999). Physical Activity and Health. Retrieved
October 4, 2016, from http://www.cdc.gov/nccdphp/sgr/adoles.htm/
Hellison, D. (1995). Teaching Responsibility Through Physical Activity. Human

Kinetics: Champaign, IL.
Luvmour, J. & Luvmour, S. (1990). Everyone Wins! Cooperative Games and Activities.
New Society Publishers: Philadelphia, PA.
Merriam-Webster Online Dictionary. (2005). Retrieved October 4, 2016, from

http://www.m-w.com/
Drummond, T. (Unknown). Physical Games for Cooperative Play. Retrieved September

25, 2016, from http://northonline.sccd.ctc.edu/eceprog/games.html/
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/

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Cooperative Games Unit Plan

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Mike Jamieson

Springfield College Physical Education Health Education Department

(include rubrics, quizzes,

Correct skill cues

Pre and Post Test

(include rubrics, quizzes,

Correct skill cues

Pre and Post Test

(include rubrics, quizzes,

Day 1: Talk about

Springfield College Daily Lesson Plan

School: Chestnut Hill

Facilities: Gymnasium/Outdoor grass field Number of students: 20-26

Unit/Theme: Cooperative Games

1) Students running into each other

D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

Bring the group to the blue to

Activity 2: Human Knot:

Springfield College Daily Lesson Plan

School: Chestnut Hill

Facilities: Gymnasium/Outdoor grass field Number of students: 20-26

Unit/Theme: Cooperative Games

D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

Before playing the game, explain

Springfield College Daily Lesson Plan

School: Chestnut Hill

Facilities: Gymnasium/Outdoor grass field Number of students: 20-26

Unit/Theme: Cooperative Games

D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

The students will choose a running

The Class will be divided into two

Springfield College Daily Lesson Plan

School: Chestnut Hill

Facilities: Gymnasium/Outdoor grass field Number of students: 20-26

Unit/Theme: Cooperative Games

D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

The students will be split up into

Springfield College Daily Lesson Plan

School: Chestnut Hill

Facilities: Gymnasium/Outdoor grass field Number of students: 20-26

Unit/Theme: Cooperative Games

D.O.E., M. (1999, October 1). Massachusetts Comprehensive Health Curriculum Framework.

There will be a deck of cards

The students will be challenged to

_______ - I showed respect toward all students and the

What was your favorite activity of the day?

What are the five elements of cooperative Learning?

Description of Grading Component

(arriving on time, dressing appropriately for physical activity,

Performance Assessment of Skills

Personal Fitness Assignments/ Cognitive Assessment of Skills

American Heart Association. (2003). Cardiovascular Disease Statistics. Retrieved

Hellison, D. (1995). Teaching Responsibility Through Physical Activity. Human

Merriam-Webster Online Dictionary. (2005). Retrieved October 4, 2016, from

Drummond, T. (Unknown). Physical Games for Cooperative Play. Retrieved September

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