Springfield College Daily Lesson Plan

Name: Heather DeLude

Date: 2/26/16
Time: 8:54-10:18
School: East Longmeadow High School
Lesson #: 3
Facilities: 1/2 of Large Gym
Class Size: 29
Grade: 9th
Unit/Theme: Cooperative Games
Generic Level: Control/Utilization
Equipment: 5 of 5 different various objects, Whistle, 15 blindfolds/scarves
Focus of Lesson: Team Building
Student Performance Objectives (SPO): (National #
; MA CF #
;
Task/Activity #
)
By the end of the lesson, students should be able to:

(P) Properly solve and work together with classmates on all five of the
challenge/cooperation activities (National#: S1.H1.L1; MA CF# 2.17; Activity: Entire
Lesson)
(C) Be able to describe and talk about how teamwork and cooperation were crucial in
the different challenges throughout the lesson. (National#: S4.H1. L1; MA CF#: 2.17;
Activity: Closure)
(A) Be supportive and respectful to every individual in the class regardless of skill or
activity level, 100% of the time. (National #: S4.H2.L2; MA CF #: 2.26; Activity: Entire
Lesson)
Check each objective is it specific? Is it achievable? Is it developmentally
appropriate?
Teacher Performance Objectives During the lesson the teacher will:
Be confident in all teaching aspects and make sure to Sell the Product throughout the
entirety of the lesson.
Make sure to have a loud firm whistle and loud clear PE voice through the whole
lesson.
Special Considerations What are the safety concerns? What is unique about the
students in this class?
This is a particularly large class so making sure that the groups are even and that
everyone is involved in every activity is key throughout the lesson.
References: (include page # and/or actual web site address)
Massachusetts Department of Education. (1999). Massachusetts Health Curriculum
Frameworks (pp. 25-26) (United States). MA.
Rohnke, K. (1989). Cowstails and cobras II: A guide to games, initiatives, ropes courses
& adventure curriculum. Dubuque, IA: Kendall/Hunt Pub.
SHAPE America: National Standards & Grade-Level Outcomes for K-12 Physical
Education 2014, pp. 56, 57 &59.

TIME
8:549:00
9:009:02

SEQUENCE OF LESSON

ORGANIZATION

Students Changing Time

Introduction:
Welcome students back into class and begin
to talk about what team-building/cooperation
that they had worked on Wednesday, then go
right into the warm up.
Signals:
Go: Go/Begin or Whistle
Stop: Stop or Whistle

9:029:15

9:159:16

Warm-up: Blob-Tag
To get the students moving and to increase
their heart rates we will be playing a quick
game of blob tag the students are familiar
with this game so it will not take a lot of
explaining to go over and we can get right
into it. This is a game where you begin with
two people being IT and they can choose to
work together or to go off on their own to try
and tag other students. Once a student is
tagged they then become part of a blob. The
students in the blob then hold hands or link
arms and they are together to tag the next
students, the game continues until all
members of the class are a part of the blob,
or the blob is extremely unsuccessful.
Demonstration: I will have a group of three
students demonstrate this warm-up with two
being the blob and one being chased for a
refresher.
Extension UP: I will have the two taggers at
the beginning be on their own so that two
blobs are created as opposed to one.
Extension DOWN: Have a group of three
taggers start together as a blob.
Check for Understanding: What happens
when you get tagged? You join the blob.
Transition: I will have the students jog it in to
form a group and then begin to explain the

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first activity.
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Activity 1: Look
Arrange participants in small circles.
Designate one person to say look.
Participants begin with their heads down,
eyes on the floor. On the leader's command,
they quickly look directly at another
participant in the circle. If two players are
looking directly at each other, they are
eliminated. Continue to repeat until number
of participants is down to two.
Extension UP: Have the student yell out the
name of the person they are looking at, and if
two students are looking at each other the
one who said the other students name faster
is not eliminated.
Extension DOWN: Have four circles and
when students are caught looking at each
other they move to the circle on clockwise to
them, so all students are involved all of the
time.
Demonstration: I will have one of the four
groups with me included do a demonstration
of this to get rid of any confusion about what
they are doing.
Check for Understanding: What are we
doing when the teacher says look? Lifting our
heads and looking at another student.
What happens if you and another student
look at each other? You are eliminated/you
say their name/you switch circles.

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Transition: After the activity is over I will

have the students jog it in and we will debrief
what just happened in the first activity and go
into what activity two will be.

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Activity 2: Group Juggle

Objective: To see how many objects your
group can successfully juggle at one time (for
at least one complete rotation).
Rules: Everyone in the group must

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participate in the juggling of each object.

Participants cannot pass an object to a
person directly beside them. Works best if
group will establish a pattern for passing an
object and maintain that pattern throughout
the challenge.
Extension UP: At the beginning of a round
have each student choose an animal and
when they are throwing to another person
they have to say their animal not their name.
Extension DOWN: Have fewer students in a
group so that the students have a higher
chance of being successful.
Demonstration: I will have a small group of
approximately 4 students to demonstrate this
activity while I am explaining it to the students
so that they get both aspects at once.
Check for Understanding: What is one
important thing to remember when you are
throwing an object to a partner across the
circle? Eye contact or names
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9:439:55

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Transition: After the activity is over I will

have the students jog it in and we will debrief
what just happened in the second activity and
go into what activity three will be.
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Activity 3: Human Knot:
Starting in a circle, students connect hands
with two others people in the group to form
the human knot. As a team they must then try
to unravel the human knot by untangling
themselves without breaking the chain of
hands.
Extension UP: To make this activity more
challenging i will combine the first two groups
to be able to get themselves undone and
then they will have to get twice as many
people untangled, eventually leading up to
the whole group participating as one.
Extension DOWN: Allow the students to
have two breaks before they have to start
over.

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Demonstration: I will have a four students

come up and give a little bit of a
demonstration without giving any of the
strategies away.
Check for Understanding: How many
different peoples hands are you going to
hold? Two
What is important in this activity as well as
the other ones before it? Communication

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Transition: After the activity is over I will

have the students jog it in and we will debrief
what just happened in the third activity and go
into what activity four will be.
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Activity 4: Ready, Aim

Objective: For blindfolded team members to
throw a ball to hit another blindfolded person
using directions provided by their sighted
partners.
Procedures:
1. Participants work in pairs. One will be
blindfolded and the other will provide verbal
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directions.
2. The sighted partner may not physically
touch their partners or the balls. All
communication will be verbal.
3. Each hit (blind player hits another blind
player) is worth a point. Object is to score as
many hits as possible in the designated
time.
4. After a designated period of time, partners
should change roles.
5. Facilitator should establish clear
boundaries.
6. Safety Issues to address:
a. Blind partners should always move
with bumpers up (hand up in front of their
bodies).
b. Encourage caution when bending
over to pick up balls.
c. Sighted partners need to intervene
whenever necessary to prevent injury)

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10:0610:12

Extension UP: Have different sized balls so

that the smaller balls are worth more points
for a hit than a larger ball, to add in another
challenge.
Extension DOWN: Make the area where the
blind partners are smaller so that they are
much more successful in their hits at their
opponents.
Demonstration: For this activity it will be a
little harder to have a demonstration but you
could again use a group of four students, two
blindfolded, two not to have them show what
it would look like in a real situation.
Check for Understanding: How are we
communicating with our partner? Only
verbally
Which balls are worth more points? the
smaller ones.
Transition: After the activity is over I will
have the students jog it in and we will debrief
what just happened in the fourth activity and
go into what activity five will be.

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Activity 5: 1,2,3,4!
This is an activity where all students will be
moving around the entirety of the gym and
when a number is called a certain action is to
be performed. When a number one is called
the students are to stand by themselves and
pretend they are taking a selfie, should be
very creative in this. When a two is called the
students should get into groups of two and
they have to get into a piggy back ride, one
person on another's back. When a number
three is called the students make groups of
three and they have to create a pyramid with
two people kneeling on the ground and one
person leaning on top (safety). When a
number four is called the students have to get
into groups of four and pretend they are in a
canoe all sitting on the ground in a line and
pretending to row side to side.

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Extension UP: Have the students react to

either the number or the name (1:Selfie,
2:Piggyback. 3:Pyramid, or 4:Canoe) so they
really have to be paying attention to what is
going on.

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Extension DOWN: take out one of the

numbers so that the students have an easier
time figuring out what one to do.
Demonstration: I will have different students
show examples of each of the different
poses, one person for the selfie, two different
for the piggyback, three others for the
pyramid, and another four for the canoe.
Check for Understanding: What do you
make when a one is called? Selfie. Two?
piggyback. Three? pyramid. Four? Canoe
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Transition: Once this activity has gone on for

a while have the students bring it in one last
time and debrief the entire lesson.
Closure: During this the students will all be in
a circle standing and I will have them passing
around a ball and when I say stop the student
with the ball has to answer a question about
the lesson, questions can include:
1. The most important thing I learned about
working with a group was....
2. My favorite challenge activity was....
3. This was my favorite activity because....
4. My definition of "teamwork" is....
5. Something I was successful at was..and
why
Students will be dismissed to go and
change again.

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