Cooperation

Games Unit Plan

5th Grade
Liberty Elementary School

Springfield, MA

October 1, 2018 – November 2, 2018

Vincent Catania

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 Unit Outcomes Reference Content to be taught Assessment
MA CF &
(By the end of the unit, NASPE
students will be able to Standards
…) by #

Psychomotor MA CF 2.2  Chest Pass Check List

 Catching
Students will be able to NASPE Teacher observation
 Fitness Activities
actively participate in all Standard 1
activities while utilizing the
six key elements of
cooperative learning

Cognitive MA CF 2.17  Cooperation Post Unit Assessment

 Communication
Students will know the six NASPE
 Trust
key elements of Standard 2
 Accountability
cooperative learning and
 Leadership
be able to identify each
 Teamwork
element.

Affective MA CF 2.26  Cooperation Pre/Post Likert Scale

 Communication
Students will demonstrate a NASPE
 Trust
growth in value of the six Standard 4,
 Accountability
key elements by, 5+ points 5
 Leadership
throughout the unit, while  Teamwork
properly analyzing different
physical activities for
enjoyment and self-growth.

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 Unit Outcomes Reference MA Content to be taught Assessment
CF & NASPE
(By the end of the Standards by #
unit, students will be
able to…)
Psychomotor Daily MA CF 2.2, 2.1, Day 1: Introduction
Objectives 2.1
Human Knot Teacher
Students will actively NASPE Standard observation
participate in all of 1, 2, 5 Hula Hoop Pass
the activities while
improving their Ball Pass
cooperative learning
skills and individual Day 2: Teamwork
values for key aspects
of cooperative Three Person Speed Pass
learning
Team Pass and Move

Speedball

Day 3: Accountability

Push up tag

Fitness Circuit Checklist

Day 4: Cooperation

Relay Race

Group Fitness

Day 5: Trust Task Sheet

Trust Catch

Scooter Relay

Hungry Hungry Hippos

Day 6: Leadership

Tic Tac Toe Relay

Tallest Tower

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 Cross the River

Day 7: Communication

Entourage

Scarf Toss

Cards Suit Race

Day 8: Overview and Assess

Pipeline Relay

Assessment

Cognitive Daily MA CF 2.7 Day 1: Introduce and talk

Objectives about the main aspect of
NASPE Standard cooperative games and how
Students will enhance 5 the six key points can be used
their understanding of in a real life scenario. Check
one key element of for understanding during each
the day and be able to activity and discuss strategies
relate the element to on how the overall goal of
real life cooperative learning will
impact learners.

Day 2: Talk about teamwork

and how it is used in activities
in class, as well as in sport, and
the real world. Check for
understanding throughout each
activity and suggest strategies
relating to teamwork.

Day 3: Introduce the word

accountability to the students.
Check for understanding
throughout the entire lesson
and check on students to make
sure they hold themselves
accountable, and hold each
other accountable to the
actions that need to be
completed. Review and ask

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 students to suggest why
accountability is such an
important aspect in sport.

Day 4: Key points of

cooperation and the Exit Slip
importance of cooperating with
peers and teachers

Day 5: Review the idea of

trust and why it is important in
all areas of life; such as sport,
class, and at home. Also
review what can happen when
trust is broken, and the
consequences of it.

Day 6: Review what makes a

good leader, and why being a
leader is very important in
today’s society, at home, in
school, and throughout the
sport world.

Day 7: What is
communication? Why do we
need good communication
skills? What are effective ways
to communicate in order to get
the results that we want?

Day 8: Overview and assess

the learners understanding of
the six main points of
cooperative learning.
Affective Daily MA CF 2.26 Day 1-8: Emphasize a new Pre and Post
Objectives word each day, show students Likert Scale
NASPE Standard 4, 5
that cooperative learning can
Students will achieve be used in real life scenarios in
a greater appreciation order to ensure that students
for all six main will achieve a greater value for
aspects of each cooperative learning
cooperative learning. lesson.

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 Grading Policy

Effort (50%)- Student comes to class prepared every day with proper attire and footwear.
Student shows consistent effort and participation. Student follows direction and respects others
throughout entire lesson.

Skill (25%)- Student shows ability to perform daily cooperative learning tasks/activities. Student
shows improvement in appreciation of cooperative learning from lesson to lesson.

Knowledge (25%)- Student correctly completes written and oral assessments with basic
knowledge of cooperative learning

4- Outstanding- Student excels in all three domains throughout all lessons. Student comes to
every class prepared with proper attire and follows all class expectations consistently. Student
works well with classmates and respects all. Student shows tremendous improvement in skill
ability from beginning to end of unit.

3- Good- Student excels in all three domains most of the time. Student comes prepared to at
class at least 90% of the time and follows class expectations consistently. Student respects
classmates and environment. Student shows significant skill improvement throughout unit.

2- Average- Student performs in all three domains at times. Student comes prepared to at 80% of
the time and follows most class expectations. Student behaves inconsistently, but does show
effort most of the time. Student shows some improvement throughout unit.

1- Below Average- Student does not perform in all three domains. Student fails to come to class
prepared on a consistent basis. Student is disruptive throughout most of unit and does not show
full effort. Student does not show much improvement throughout unit. Student knows minimal
knowledge of cooperative learning, with little to no signs of progression.

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 Daily Observation

Students are scored daily on a scale of 1-4

4- Outstanding- Student comes prepared for class and achieves the day’s goals for the lesson
and follows class expectations throughout the entire lesson.

3- Good- Student comes prepared for class and achieves the day’s goals for the lesson and
follows class expectations throughout most of the lesson.

2- Average- Student comes to class prepared and achieves some of the day’s goals for the lesson
and follows class expectations some of the time.

1- Unsatisfactory- Student comes prepared for class, but does not achieve day’s goals for the
lesson and does not follow the class expectations for most of the lesson.

0- No Participation- Student is unprepared for class and does not fill out unprepared student
evaluation

Psychomotor Assessment (Rating 1-4): To be completed by teacher

Student Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8

Name
A
B
C
D

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Results of Assessment:

Overall it was evident that the students succeeded in the psychomotor, cognitive, and

affective objective based assessment’s, and grew physically, mentally, and emotionally

throughout the entirety of the unit, taking home key concepts that will ensure success at home, in

sport, and at school, if followed each and every day. All in all, it was evident that the students at

the end of the lesson were not only able to identify the key terms of cooperation (cooperation,

leadership, communication, trust, teamwork, and accountability) they were able to show value in

each word, and all students showed growth in value for at least 5 of the 6 words. Throughout the

unit I used formal and informal types of assessment, assessment that was announced and

unannounced, and finally assessment done by myself, and by the students, to themselves, and

each other. It was evident that the variety of assessment showed that the students had grown

throughout each lesson, and continued to make progress toward the finalized goal of maintaining

and enhancing value in each aspect of cooperative games, through fitness, and team building

exercises.

The teacher evaluation was done throughout the entire unit, and was critical for providing

reasons as to why some students were more successful than others. It was evident that the

students that were actually trying to better themselves in ways that spread beyond physical, were

getting the most of the unit. The pre-evaluation of the students showed the student that their

skills in cooperative learning were rather weak. They consistently told on one another for not

sharing, and they had no idea how to lead each other to the goal of the class. It was also evident

that the students had little to no background in fitness skills, as the students were struggling to do

a push up. I found that by telling the student that every skill they would learn in this unit would

be able to be done at home with their families, it helped dramatically. It was very evident that the

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students were almost all practicing the skills at their homes because they were growing, and

getting better over the month that the unit was taking place. The students that had no idea how to

do a single push up were volunteering to do demonstrations of push-ups for the class.

I found that being extra positive in each and every lesson and praising hard work was the

key to success in the group effort. In one of the lessons I had the students set a goal to do better

than they did in the previous round, and the students were able to carry that over to their

behavior in their general education classes. The other teachers at the school were appreciative

that I had done this unit the way I did because they noticed that the student’s affective domain

was enhanced and they were becoming more responsible for their actions.

In the cognitive aspect, it was evident that students were able to identify multiple

different strategies of fitness, and explain the different strategies of cooperative learning, with

real life examples. The overall average throughout the entire grade 5 was a 90% at the end of the

unit, whereas in the beginning of the unit it was a 50%. This showed that I had achieved a

personal goal that I set for myself, which was to get the students to actually learn about fitness

and gain appreciation for cooperative learning. It was evident that the affective domain was well

achieved based on the results. The finalized goal of the practicum was very aligned with this unit

in which: “Teacher will facilitate the meeting of diverse student needs during the cooperative

games unit by engaging in one of the following two elements every day: accommodating diverse

learning styles or utilizing SEI techniques.” This goal was proven to be complete because of the

affective domain. By incorporating an SEI technique into each lesson, based on student needs,

the students were provided a safe learning environment, which in turn allowed the students to

have structured activities enhancing their overall experience. The statistics show that the

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affective objective was met because 90% of the students were shown to have an increase in

overall appreciation of each element by at least one point in 5 of the 6 elements.

I am extremely pleased with the student’s cooperation and results of the assessments

given throughout the unit. Knowing that I was able to enhance life skills into students at home, at

school, and in sport truly shows that the students did in fact get something out of the lesson

whether it be learning a new skill, or learning a new word, the students left the unit more

responsible, and more able than when they came in. Students now understand that success comes

from within and it can be exploited through cooperative work with their peers, which will derive

from the six key points that were covered in the class.

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Cognitive Assessment:
Fitness and Cooperative Games

Draw a line to match the portion of fitness to its example

 Muscular Strength Push-Ups

 Muscular Endurance Stretching
 Cardiovascular Endurance 1 Mile Run
 Flexibility 1 Rep Max

Briefly explain and give an example of each aspect of cooperation that we talked about

 Cooperation
o
 Leadership
o
 Communication
o
 Trust
o
 Teamwork
o
 Accountability
o

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Affective Assessment:
How important are the following words to you?
Qué tan importantes son para ti las siguientes palabras

1= Not important 10= Very important

Cooperation/Cooperación
1 2 3 4 5 6 7 8 9 10

Teamwork/Trabajo en equipo
1 2 3 4 5 6 7 8 9 10

Communication/Communicación
1 2 3 4 5 6 7 8 9 10

Accountability/Responsabilidad
1 2 3 4 5 6 7 8 9 10

Trust/Confianza
1 2 3 4 5 6 7 8 9 10

Leadership/Liderazgo
1 2 3 4 5 6 7 8 9 10
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Visuals and Cue
Task Sheet

Name: __________________________________________________________

Put a tally every time you complete a station

Station Round 1 Round 2

10 Push Ups

15 Squats

5 Burpees

Hop on each
leg 15 times

5 Sit ups

10 Lunges
(Each Leg)

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 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/1(2)/2018 Time: 1:15-3:25 School: Liberty

Elementary Lesson#: 1
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games Generic
Level: Control
Equipment: 2-6 Foam ball
Focus of the Lesson: Introducing Cooperation Games/Ice Breaker

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the skills used (Chest pass) throughout the activities, while also
demonstrating effective strategies to complete movement concepts (Twisting) (NSGLO S1.E1.)(MACF
2.2)(Activities)
(C) Identify examples of how the activities relate to lifetime activities through questions from the
teacher, at the closure of the lesson (NSGLO S2.E2.2) (MACF 2.5)(Closure)
(A) Acknowledge how the activities involve teamwork and can be used in a sport setting that is
enjoyable. (NGSLO S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.
2. Teacher will not talk over the students, teacher will wait until students are quiet to get into the
lesson.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
1. Be sure all students are willing to go into the class with an open mind
2. In the activity students will need to work together safely. Ensure all actions are safe actions
3. Acknowledge the different learners and accommodate on assessment.

REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

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Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-10 Introduction: Students will come into the
class and sit in their squad lines, on their
way in the teacher will make sure all SSSSS
students are appropriately dressed. SSSSS
 Teacher will introduce self and SSSSS
goal of the day: T SSSSS
 WALT: Learn about cooperation SSSSS
games and its aspects
Safety: Teacher will acknowledge the
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the
signals: 3, 2, 1 Freeze (Whistle), Ready
Go.
Purpose: Teacher will state the whole
idea of cooperation games, and the 6
main points of cooperation
10- Transition: Teacher will dismiss students
11 to move from squad lines to personal
space for the warm up
11- Warm Up: Object Pass: It was evident that the
16 Students will stand in 2 large circles on students were getting
each side of the gym and the teacher will bored of this rather
start with an object. The teacher will quickly. Having the
throw the object to a student and the students move around
student will do the same. Students must while doing this is a
be paying attention because they cannot great way to teach
repeat a pass to any student. As the class them more sport
becomes more familiar the teacher will specific skills and get
continue to add objects to the game and them moving so that
the students will have to ensure no they will not get
objects pass each other. They will work bored as quickly.
together as a class. Students will
eventually race each other to finish the
group passing.
Extension up: Adding objects to the
circle; making the circle go backwards;
teacher will challenge students to find
new ways to send the object to the next
person
Extension down: Teacher will make the
students say the name of the student they
are passing an object to

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 16- Transition: Students will stay in the SSSSSSSSSSSSSSSSSSSS
17 circle for the instruction from the teacher
on the next activity; students will put all T
the objects in the place they belong and
come back to the circle
17- Activity 1: Human Knot Students were shown
30 Students will take part in the human knot to take a while to get
activity in 4 groups of 6. With guidance with a partner to hold
from the teacher students will have to hands, next time be
untangle the knot. If they untangle their sure to tell students
knot, they will be allowed to go to other that there is nothing
groups and help their friends in other wrong with it prior,
groups complete the knot as this helped in the
younger grade levels.
30- Transition: Teacher will give students
32 instruction on transition and will receive
a pre-unit assessment
32- Activity 2:
38 Students will complete the pre-unit
assessment
38- Closure: Students will complete their
40 pre-unit assessment and will hand it in to
Mr. C. They will then line up for
dismissal and help Mr. C pick up any
equipment/collect pencils.

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 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/4(5)/2018 Time: 9:05-11:15 School: Liberty

Elementary Lesson#: 2
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games Generic
Level: Control
Equipment: Playground Balls, Pinnies
Focus of the Lesson: Teamwork

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the skills used (Chest pass) throughout the activities, while also
demonstrating effective strategies to complete movement concepts (Twisting) (NSGLO S1.E1.)(MACF
2.2)(Activities)
(C) Identify examples of how the activities relate to lifetime activities through questions from the
teacher, at the closure of the lesson (NSGLO S2.E2.2) (MACF 2.5)(Closure)
(A) Acknowledge how the activities involve teamwork and can be used in a sport setting that is
enjoyable. (NGSLO S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

3. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

4. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

5. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
4. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
5. Remind the students of their general space and self-space in order to avoid collisions
6. DO not speak over students

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REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the
class and sit in their squad lines, on their
way in the teacher will make sure all SSSSS
students are appropriately dressed. SSSSS
 Teacher will introduce self and SSSSS
goal of the day: T SSSSS
 WALT: To learn the different SSSSS
pathways to travel
Safety: Teacher will acknowledge the
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the signals:
3, 2, 1 Freeze, Ready Go.
Purpose: Teacher will state what
high/low/over/under means and how it
will be beneficial in life and sport
5-6 Transition: Teacher will dismiss students
to move from squad lines to personal
space for the warm up
6-9 Warm Up: Students will learn the proper SSS SSS This was a good
dynamics to a chest pass and will SSS warm up because it
practice in groups of three. allowed the students
Dynamics include: to have to move in
 Ball at check SSS SSS tight spaces with the
 Step SSS ball, showing that
 Extend short passes would
 Flick be easier than long
SSS SSS passes in a game like
SSS scenario.
9-10 Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
transition to a specific side of the gym
based on the groups that are cooperating T
best.
10- Activity 1; QB1 Students ate this
15 Student will be in groups of 3, wide SSSSSS game up. They were
receiver, QB, and defender. QB will hike SSSSSS estatic to be able to

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 ball, and defender will try to not allow SSSSSS be a QB, wide
the receiver to get the ball. This will SSSSSS receiver, and
show students game like scenarios, and defender, they found
introduce defensive strategies to the that together, they
game. needed to
communbicate in
order to be able to do
the skill, and that
their skill will only
get better, by
working together as a
team. Skills learned
here were carried
over to the next
activity.
21 Transition: Students will collect the
equipment and will learn what the next
activity will consist of.
21- Activity 2. Speedball SSSSSSSSSSSS Students loved this
33 Students will use their newly known game. I found that
knowledge of the chest pass in order to students had a hard
play speedball. A modified version of time getting the ball
handball in which there will be end into the end zone, so
zones instead of goals. The teacher will next time it would be
be the referee. Rules include: SSSSSSSSSSSS smart to include
 All player must touch the ball ways to do this.
 Arms-length defense Starting out with
 No stripping the ball specific amounts of
 No double teaming passes prior to
 Touchdown is one point reaching the endzone
 Freeze when you have the ball was not ideal because
students were not
able to reach the
endzone frequently
and were found to be
getting frustrated
with eachother., By
reducing the pass
rule to 3, rather than
all players must
receive a pass, the
students were able to
pick up more points,
and it created a safer
environemt.
33- Transition: Teacher will have students
34 collect equipment and transition to the
center circle in groups of 5 based on
teachers

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 35- Closure: Turn to the person next to you Students were able to
40 and discuss how you would use different SSS SS SS connect teamwork to
teamwork scenarios in a real life setting. S S home life, school
S life, and sport life,
S partly due to the
S introduction. It is
S evident that the
S students grasped the
S main goal of the
S class, which was to
S gain a greater
S S appreciation for
SSSSS teamwork.

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 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/4(5)/2018 Time: 9:05-3:25 School: Liberty

Elementary Lesson#: 3
Facilities: Gymnasium
Size: 20-25 Grade: K-5 (Extensions built in) Unit/Theme: Cooperation
Games Generic Level: Control
Equipment: Mats, Cones, Visuals
Focus of the Lesson: Accountability

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the fitness exercises used throughout each activity, by completing each
station to the best of their ability. (NSGLO S5.E1.)(MACF 2.2)(Activities)
(C) Identify examples of how the activities relate to lifetime activities through questions from the
teacher, at the closure of the lesson and the importance of each exercise (NSGLO S2.E2.2) (MACF
2.5)(Closure)
(A) Acknowledge how the activities can relate to sport and lifetime activities for enjoyment. (NGSLO
S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

6. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

7. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

8. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
7. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
8. Remind the students of their general space and self-space in order to avoid collisions
9. DO not speak over students

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REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

Pecentral.com
Lesson Plan Form:
Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the Good intro, allowed
class and sit in their squad lines, on their teacher to have
way in the teacher will make sure all SSSSS fulfilment in
students are appropriately dressed. SSSSS demonstrating the
 Teacher will introduce self and SSSSS importance of
goal of the day: T SSSSS accountability.
 WALT: To learn the different SSSSS Found it important to
pathways to travel tell classes about
Safety: Teacher will acknowledge the accountability in the
boundaries to the activity area, and ask classroom as it will
students to state the rules of the class. benefit their learning,
Signals: Teacher will address the signals: accountability to
3, 2, 1 Freeze, Ready Go. each other. It worked
Purpose: Teacher will state the because when
importance of being accountable to studnets were talking
friends, family, and self, and what , they would hold
accountability is. eachother
accountable and
speak up to say they
did not want people
to talk .
5-6 Transition: Teacher will dismiss students
to move from squad lines to personal
space for the warm up
6-14 Warm Up: Students will warm up with a T S S S S This activity went
game of Push Up Tag. S well, the students
There will be 2 taggers, and 3 freers. The S S S S s S were very engaged
freers will run around with a bean bag. S s S S and enjoyed the
They are safe from being tagged. If a S S S S game. I found that a
person get tagged. They will hold push- S S S lot of students in the
up position while awaiting the freer. S S higher grade levels
When a freer puts the bean bag on the were not going all
students back, they will become a freer the way into push up
and the freer will become a regular position. Make sure
student that can get tagged. to tell students that
they must be in push

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 Grade K-2 Warm Up: up position in order
Teacher leads students in exercises that to get freed.
involve locomotor movements and Warm up went very
different movement concepts that were well for all grade
learned in the last unit. levels besided 1st. the
first grade was
having a tough day
when it came to
listening. Keep all
students engaged by
having them bounce
from foot to foot
throughout entire
activity
14- Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
15 transition to a specific side of the gym
based on the shirt color. T
15- Activity 1; Fitness Circuit Circuit workout went
SSSS SSSS
35 Teacher will show students a well. Students were
demonstration at each station for the engaged, and worked
fitness circuit. Each station will have a well with a partner. I
visual and all students will be given a allowed them to pick
SSSS SSSS
task sheet to complete. There will be 6 a partner, which not
stations to complete. Each station will be only motivated them,
one minute long and students will count but taught them the
the amount of reps they get at each benefits of exercising
SSSS SSSS
station. Students will have 30 seconds to with a partner. I also
a minute in between exercises to explained how it is
transition and write their information. good to exercise
Each station will have extensions alone.
1. Push-ups: Knee Push ups
2. Sit ups: Legs in the air When explaining the
3. Squats: Squat and hold; Use the activities, I found it
bucket more helpful to tell
4. Plank: Knee plank the students quickly
5. Superman’s: Flip over for what to do at each
squashed frogs activity, than to have
6. Crab walk circuit: Hold crab a student
walk demonstrate, as the
Students will go through the stations, activities already had
have a debrief with the teacher and then visuals. A brief
go through the stations again after demonstration from
learning tips and tricks from the teacher. the teacher covering
Tips include, pacing themselves, and all exercises worked
motivating. Each station will have a well
visual on a cone with extension.

Extension down for kindergarten,

students will imitate teacher, as the Kindergarten – 2nd
teacher leads the students through grade activity was
exercises, in which the students will riveting, and allowed

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Catania
 learn the skills, perform the skills, and the students to have
will engage in their favorite skills once both exercise time,
they have learned about each skill. and travel at their
Students will all be given a spot on the own pace. Students
ground and will need to run to different loved the exercise
spots between exercises. because they were
able to challenge
themselves.
35- Transition: Teacher will have students
36 collect equipment and transition to the
center circle in groups of 5 based on
teachers
36- Closure: Turn to the person next to you Very good closure
40 and discuss how you would use SSS SS SS helped to show the
cooperative technique in a real life S S students benefits of
setting. S exercise, and how all
S these activities can
S be done while they
S are watching TV, or
S waiting for a loading
S screen to load on
S video games.
S Challenged students
S to do 3 exercises w 3
different family
members

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 Push-ups 1. Arms
Straight
2. Down
(Bend
arms)
3. Up

1. Brazos
Rectos
2. Abajo
(Doblar los
brazos)
3. Arriba

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 Sit ups/Leg Lift

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 Squats: Squat and hold

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 Plank: Knee plank

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 Lunge and Twist: Lung and hold

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 Crab walk /Bear Walk

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Name:_________________________________________________

Task Round 1 Round 2 Total

Bear Laps: Laps:
walk/Crab
Walk
Push ups:
Sit ups:
Squats
Lunges
Plank 15/30/45/60 15/30/45/60

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Catania
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/15/(16)/2018 Time: 9:05-11:10 School: Liberty

Elementary Lesson#: 5
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games Generic
Level: Control
Equipment: Mats, Hula Hoops, Jump Ropes, Pinnies
Focus of the Lesson: Cooperative Fitness

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the skills used (Fitness skills: Push-ups, Sit-ups, Squat, lunge) throughout the
activities, while also demonstrating effective strategies to cooperate in physical demands. (NSGLO
S1.E1.)(MACF 2.2)(Activities)
(C) Identify examples of how the activities can be used in lifetime fitness, and how cooperation is
critical in all aspects of our lives, through questions from the teacher, at the closure of the lesson (NSGLO
S2.E2.2) (MACF 2.5)(Closure)
(A) Acknowledge how the activities can relate to sport and lifetime activities for enjoyment, and that
cooperation is an important aspect of our lives. . (NGSLO S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

9. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

10. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

11. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
10. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
11. Remind the students of their general space and self-space in order to avoid collisions
12. DO not speak over students

REFERENCES:

32
Catania
Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the
class and sit in their squad lines, on their
way in the teacher will make sure all SSSSS
students are appropriately dressed. SSSSS
 Teacher will introduce self and SSSSS
goal of the day: T SSSSS
 WALT: To learn the different SSSSS
cooperative fitness strategies
Safety: Teacher will acknowledge the
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the signals: 3,
2, 1 Freeze, Ready Go.
Purpose: Teacher will state the importance
of cooperation in sport, classroom, and life.
5-6 Transition: Teacher will dismiss students to
move from squad lines to personal space
for the warm up
6-15 Warm Up: Helping hand tag: T S S S S Be sure to tell
Students will play a game of tag in which S students to hold
there are 2 taggers. Students will have to sit S S S S s S themselves
down if they get tagged. In order to untag S s S S accountable for
someone you will have to run up to them, S S S S their actions and
and help them up off the ground. The game S S S that they need
will run for about 90 seconds, and the S S actually help
teacher will change up the taggers in someone up.
between the games. Address the
importance of
helping people up
prior to the
activity.
15- Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
16 transition to a specific side of the gym
based on the groups that are cooperating T
best.
16- Activity 1; Group Fitness SSSS Moving around the
35 Students will do fitness activities that will gymnasium
involve cooperation. There will be 6 consistently really

33
Catania
 stations, each station will have a list of did help a lot,
goals for each grade level. however, it is
SSSS important to be
Station 1: sure to keep the
Big Jump Rope head on a swivel
2 students will spin the jump rope while the and not get to
other two are jumping. They will switch SSSS invested in one
half way through. They will need to group because
communicate in order to be successful with SSSS there will be
the jumping students that will
Station 2: notice that you are
Spin pass SSSS not looking up and
Students will sit down and have their leg in will take
the air, they will have to pass a ball down advantage of it.
the line and back while keeping their legs SSSS
in the air. Having student
Station 3: demonstration at
Back to back squat each station will
Students will stand back to back and will ensure for a more
try to squat to the ground and back up speedy transaction
Station 4: throughout the
Ball pass sit up cones, and quicker
Students will face and will have one ball. time to get into the
They will do a sit up and will pass the ball activity.
back and forth to one another
Station 5:
Push up Hockey
Station 6:
Partner Stretches
35- Transition: Teacher will have students Be sure to give
36 collect equipment and transition to the students specific
center circle in groups of 5 based on equipment to
teachers collect a reward
for good behavior
36- Closure: Turn to the person next to you and
40 discuss how you would use cooperation in
a real life setting.

34
Catania
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/18(19)/2018 Time: 9:05-11:10 School: Liberty

Elementary Lesson#: 6
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games Generic
Level: Control
Equipment: Scooters, Plastic Balls, Cones, noodles, hot spots, mats
Focus of the Lesson: Trust

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the skill in the activities and throughout the activities, while also
demonstrating effective strategies to complete movement concepts (NSGLO S1.E1.)(MACF
2.2)(Activities)
(C) Identify examples of how trust used in activities will relate to lifetime activities through questions
from the teacher, at the closure of the lesson (NSGLO S2.E2.2) (MACF 2.5) (Closure)
(A) Acknowledge how the activities can relate to sport and lifetime activities in the aspect of trust and
enjoyment that comes with trust. (NGSLO S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

12. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

13. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

14. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
13. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
14. Remind the students of their general space and self-space in order to avoid collisions
15. DO not speak over students

35
Catania
REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the
class and sit in their squad lines, on their Begin the class
way in the teacher will make sure all SSSSS reviewing the other
students are appropriately dressed. SSSSS skills in order to
 Teacher will introduce self and SSSSS really scaffold, and
goal of the day: T SSSSS enhance student
 WALT: To learn about trust, and SSSSS learning
why it is important in daily life
and sport, through trust bearing
activities.
 Safety: Teacher will
acknowledge the boundaries to
the activity area, and ask
students to state the rules of the
class.
Signals: Teacher will address the signals:
3, 2, 1 Freeze, Ready Go.
Purpose: Teacher will state the
importance of trust to friends, family,
and self.
5-6 Transition: Teacher will dismiss students
to move from squad lines to personal
space for the warm up
6-9 Warm Up: Students will partner up with T S S S S Be sure that all
someone about the same height as them. S students are
They will be partners with someone that S S S S s S comfortable with
they TRUST. Students will then do trust S s S S their partner prior to
falls following the teacher’s commands. S S S S beginning the
 Ready to fallFall when S S S activity, if a student
readyFallingFall on is not comfortable,
have them change to
be with someone
who is and then
eventually work their
way back to other
partners.

36
Catania
 9-10 Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
transition to a specific side of the gym
based on the groups that are cooperating T
best.
10- Activity 1; Leading the blind S Remind students that
20 Students will partner up. One person will this is a very serious
close their eyes, their partner will hold game and it can only
their elbow. The partner holding the be done if the
elbow will lead the students through an students are going ot
obstacle course set up by the teacher. do this the correct
The students will have to go over, way. Warn students
though, and alongside and under of consequences
obstacles that the teacher presents. prior to the activity.
Students will need to trust their partner
so that they will be able to get through
the obstacle course.

Extension Up: Students will have to lead

their partner through the course, while
the partner is walking backwards.
Extension Down: Students will be able to
open their eyes before they go through
each obstacle.
20- Transition: Students will pick up the
21 equipment and will put it away, then go
to the end line for further instruction.
21- Activity 2; Hungry Hungry Hippos SS This activity went
SS really well be sure to
Teacher will explain hungry hungry SS have all students
hippos to the students SS attention while
Students will be split into 4 teams. Each SS explaining because
team will have 3 scooters. The students students may get
will have to lay on the scooter, and their overwhelmed with
partner will hold their legs and guide the idea rather
them to the food (balls). The students on quickly. It is a great
the scooters will grab the food and bring idea to remind the
it back to the hula hoop. Once they are students that they
back they will switch positions with their should keep their
partner. There will be one person per SS head up and on a
team going at once, which means the SS swivel the entire
other 4 will be setting up and cheering SS time., and that they
their teammates on. The winning team SS need to be
will be the team that has the most food in SS accountable for their
their enclosure. actions.
Students may only grab one piece of
food at a time and will only be able to
grab a specific color food each round.
Extension Up:
Students will be able to grab food from
other groups and will keep that food. The
winning groups at the end of each round

37
Catania
 will be the groups with the most amount
of foods
Extension down: Students will need to
cart themselves to get the food. Each
students will have a scooter, all students
will be going at the same time, Students
will need to perform the activity for 3
minutes, and the winning group will be
the group that has the most amount of
food.
Transition: Teacher will have students
collect equipment and transition to the
center circle in groups of 5 based on
teachers
36- Closure: Turn to the person next to you
40 and discuss how you would use
cooperative technique in a real life
setting.

38
Catania
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/25(26)/2018 Time: 1:15-3:25 School: Liberty

Elementary Lesson#: 8
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games/Fitness
Generic Level: Control
Equipment: Mats, Hula Hoops, and Hot Spots, Pinnies, Step plates, scooters, rope
Focus of the Lesson: Leadership in Fitness

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the skills used (locomotor skills) throughout the activities, while also
demonstrating effective strategies to be a leader (NSGLO S1.E1.)(MACF 2.2)(Activities)
(C) Identify examples of how the activities relate to lifetime activities through questions from the
teacher, at the closure of the lesson (NSGLO S2.E2.2) (MACF 2.5)(Closure)
(A) Acknowledge how the activities can relate to sport and lifetime activities for enjoyment. (NGSLO
S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

15. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

16. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

17. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
16. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
17. Remind the students of their general space and self-space in order to avoid collisions
18. DO not speak over students

39
Catania
REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the
class and sit in their squad lines, on their
way in the teacher will make sure all SSSSS
students are appropriately dressed. SSSSS
 Teacher will introduce self and SSSSS
goal of the day: T SSSSS
 WALT: To learn about SSSSS
leadership through cooperative
activities
Safety: Teacher will acknowledge the
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the signals:
3, 2, 1 Freeze, Ready Go.
Purpose: Teacher will state the
importance of leadership in school,
society, and sport.
5-6 Transition: Teacher will dismiss students
to move from squad lines to personal
space for the warm up
6-9 Warm Up: Students will jump rope in SSSS SSSS SSSS
groups of 3 for a few minutes as a warm
up for class, being sure to be in their own
personal space. The groups of three will SSSS SSSS SSSS
prepare them for the next part of the
lesson involving teams.
9-10 Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
transition to a jump rope based on the T
group they are put into
10- Activity 1; Tallest Tower S S S S S S Students absolutely
26 Students will be split into 6 groups of 4 S S S S S S loved this game.
or five. They each group will have a hula S S S S S S Having all the
hoop and a cone. In the hula hoop will be S S S S S S equipment color
a variety of objects. Objects will be used coded to each
to build a tower. Students will have a specific team really
few minutes in the beginning of the helped to get the

40
Catania
 activity to figure out which objects they teams to work
would like to use in their tower, and together for their
make a strategy. They will focus on specific colors. It
leadership throughout the activity in showed the teacher
hopes that their will be a student that which groups were
takes on a leadership role. Once all following directions
groups have their equipment on the other of placing objects
side of the gym, the teacher will allow all down rather than
students to go to the other side, and work throwing them.
as a group to create a tower as tall as C C C C C C
possible, for a total of two minutes. The Another main point
team that creates the highest tower, will to note is to refrain
be declared the winner. At the end of the from timing the
game the team with the highest tower, students. They do not
will be the winner. The first round will need to be timed,
be a trial. After the first round is over the they just need to be
students will briefly discuss leadership wwatched, the timing
amongst each other and will then see scheme made them
what they can change as a group. frusturated with one
another and it took
away the cooperative
aspect.
26- Transition: Students will pick up the
27 equipment and will put it away, then go
to the end line for further instruction.
27- Activity 2; S S S S S S Starting off with just
35 Cross the River S S S S S S learning which
S S S S S S objects to use really
Students will be stay in their 4 teams. S S S S S S helped to show the
They will pick 5 objects from which they students how to work
used for their tower. They will put the together to complete
rest of the objects back in the area that this task. It also
they belong. They will take the objects really helped to have
and will go to one of 4 cones on the end the students
line of the gym. From here they will pinpointed for doing
need to use the objects to cross over the a great job before
entire length of the gymnasium. Once having the groups
they have crossed the gymnasium, they C C C C C C continue with their
will eliminate an object and try to make work. This allowed
it back across. If a person touches the groups to watch and
ground without the equipment, they will learn from already
need to go back to the cone, unless they successful groups,
have made it across, than they will have providing all studnets
to go back to where the phase two began. with some success. It
Once a team has completed, they will go was also important to
to other groups, and help them through pinpoint the groups
their phases without touching the that were working
equipment. If no team makes it to the extremely well
end the team that makes it the furthest together.
will be the winner.

41
Catania
 35- Transition: Teacher will have students Have specific people
36 collect equipment and transition to the collect specific
center circle in groups of 5 based on equipment!
teachers
36- Closure: Turn to the person next to you
40 and discuss how you would use SSS SS SS
leadership techniques in a real life setting S S
in sport, in life, and in school. S
S
S
S
S
S
S
S
S S
SSSSS

42
Catania
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/11(12)/2018 Time: 9:05-11:10 School: Liberty

Elementary Lesson#: 4
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games/Fitness
Generic Level: Control
Equipment: Cards, Cones, Scarves
Focus of the Lesson: Communication

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate success in the fitness skills used (Running) throughout the activities, while also
demonstrating effective strategies to complete movement concepts (NSGLO S1.E1.)(MACF
2.2)(Activities)
(C) Identify examples of how the activities relate to lifetime activities through questions from the
teacher, at the closure of the lesson (NSGLO S2.E2.2) (MACF 2.5)(Closure)
(A) Acknowledge how communication was used in the activities in order to be successful and how it can
relate to sport and lifetime activities for enjoyment. (NGSLO S5.E3.2) (MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

18. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.

19. Do not focus on one activity to unlock mastery specifically, focus on multiple activities

20. Do not speak over the students wait for students to be ready to continue

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
19. Not all students may fully understand the differences in all skills so being aware of struggling
students will benefit the students learning
20. Remind the students of their general space and self-space in order to avoid collisions
21. DO not speak over students

43
Catania
REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the
class and sit in their squad lines, on their
way in the teacher will make sure all SSSSS
students are appropriately dressed. SSSSS
 Teacher will introduce self and SSSSS
goal of the day: T SSSSS
 WALT: To learn the importance SSSSS
of communication
Safety: Teacher will acknowledge the
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the signals:
3, 2, 1 Freeze, Ready Go.
Purpose: Teacher will state the
importance of communication to friends,
family, and self.
5-6 Transition: Teacher will dismiss students
to move from squad lines to personal
space for the warm up
6-9 Warm Up: Entourage T S S S S This was a great way
Students will warm up with a game of S to warm the students
rock paper scissors, best 2/3, where the S S S S s S up. As a extension
loser will follow the winner around and S s S S down I would have
cheer them on. They will say nice words S S S S the students that lost
of encouragement. By the end there S S S compliment the
should be 2 students with big groups S S winners, rather than
cheering them on. follow them around,
in order to get
multiple different
chances to succeed
9-10 Transition: Students will be selected to SSSSSSSSSSSSSSSSSSSS
transition to a specific side of the gym
based on the shirt colors. T
10- Activity 1; Scarf Toss S S S S S S S S Students loved the
20 Students will be partnered up and will challenge, it was
each have a scarf. They will start off important to have the
close to each other. Communicate on students practice, and

44
Catania
 when to release the scarf. The students then provide
will take a step back every time they feedback before
successfully catch the scarf. continuing the
Extension up: practice as it allowed
Students will use a foam ball S S S S S S S the students to have a
Extension down: S chance to really truly
Students will be in groups of four and see how they can
will have to communicate four ways, but succeed and have the
will have a shorter distance to run. different point of
view to change for
success.
20- Transition: Students will pick up the
21 equipment and will put it away, then go
to the end line for further instruction.
21- Activity 2; Club Rather than have one
35 There will be a deck of cards face down Spade round, it would be a
in the middle of the gymnasium, spread good idea to
out. Each team will be assigned a suite. incorporate
Teams will have to race to find their mathematic into this
suites the quickest. They may only flip Cards activity for example,
over one card per run, if the card is not once a group finds
follow my team’s suit, they will flip it specific numbers
back over and will have to try again. adding up to a goal
They will need communication because Diamonds number, they will
the students will need to see what the Hearts win. This will make
other students pick up on their run, and it cross curricular,
develop a plan. The winning team will be and will allow the
a team that has all cards in order. students to have a
higher chance to
Extension up: Students will have to first succeed, with more
find the ace, then go in order of the card. games to be played.
This will emphasize communication
because the students will need to
communicate in order to remember
where the cards are supposed to go.
Extension down: Students will have to
keep the cards faced the right way up,
when they go to flip the cards over.
35- Transition: Teacher will have students
36 collect equipment and transition to the
center circle in groups of 5 based on
teachers
36- Closure: Turn to the person next to you In the future explain
40 and discuss how you would use SSS SS SS the different
cooperative technique in a real life S S techniques more
setting. S throughout the
S activities in order to
S show the students
S what you will mean
in a real life example.

45
Catania
 SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 10/29(30)2018 Time: 1:15-3:25 School: Liberty

Elementary Lesson#: 8
Facilities: Gymnasium
Size: 20-25 Grade: 3-5 Unit/Theme: Cooperation Games Generic
Level: Control
Equipment: Pinnies, Foam ball, spoons
Focus of the Lesson: Reviewing Cooperation Games

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes;

Task #s where content is taught; Task # where objective is assessed:

By the end of the lesson, students should be able to:

(P) Demonstrate appropriate use of cooperative games in the activities and use a variety of locomotor
skills in the tasks (NSGLO S1.E1.4/5a)(MACF 2.2)(All Activities)
(C) Identify everyday uses for all skills practiced in the lesson, at the closure of the lesson (NSGLO
S2.E5.4a)(MACF 2.5)(Closure)
(A) Participates cooperatively with classmates throughout the entire activity period (NGSLO
S4.E1.4)(MACF 2.4)(Activities)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

21. Give individuals specific feedback, and pinpoint good behaviors throughout the course of the
lesson.
22. Teacher will not talk over the students, teacher will wait until students are quiet to get into the
lesson.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
22. Be sure all students are willing to go into the class with an open mind
23. In the activity students will need to work together safely. Ensure all actions are safe actions
24. Acknowledge the different learners and accommodate on assessment.

REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical
Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,

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 Champaign Il. 2016.

http://lessonplanspage.com/pebuildersandbulldozerswarmupactivityk2-htm/

Lesson Plan Form:

Time Sequence of Lesson Organization Reflections
0-10 Introduction: Students will come into the Very important to
class and sit in their squad lines, on their overview each
way in the teacher will make sure all SSSSS element of the unit,
students are appropriately dressed. SSSSS as it is the last day
 Teacher will introduce self and SSSSS and students may
goal of the day: T SSSSS need more time to
 WALT: Overview cooperation SSSSS think of what they
games and its aspects practiced throughout
Safety: Teacher will acknowledge the the course of the unit.
boundaries to the activity area, and ask
students to state the rules of the class.
Signals: Teacher will address the
signals: 3, 2, 1 Freeze (Whistle), Ready
Go.
Purpose: Teacher will state the whole
idea of cooperation games, and the 6
main points of cooperation
10- Transition: Teacher will dismiss students
11 to move from squad lines to personal
space for the warm up
11- Warm Up: Students will be split into Do not use shirt
15 teams based on shirt color. They will color, begin with
have a foam ball and will walk around students practicing as
and try to knock the ball off the other individuals, and
teams spoons, while balancing the ball progress to having
on their spoon. They can only knock a the students work
ball off the spoon by using their spoon. with a partner.

Kindergarten students will walk around

trying to balance the ball on their spoon
15- Transition: Students will stay in the SSSSSSSSSSSSSSSSSSSS
16 circle for the instruction from the teacher
on the next activity; students will put all T
the objects in the place they belong and
come back to the circl
16- Activity 1: Pipeline In the future, in order
20 Students will be in groups of 4 and will to allow for more
have to race to pass an object (ball) activity, have the
along the length of the gym, using students rid 3 of their
spoons, and being unable to move their foam balls and have
feet if they have the ball. them get in groups of
Students who finish will coach other 4. They will then be
teams. able to work in a
group of 4 on the

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 Extension up: Students will see how elements that were
quick they can make it across the gym. talked about
They will have to go back to the start throughout the unit.
before continuing. Students will have to And practice them
use a bigger ball before the test.
Extension down: Students will try to
figure out how they can pass the ball,
and will not have to go to the start, they
will pick up where they left off.

Kindergarten Students will see how long

they can balance the ball on their spoon
20- Transition: Teacher will give students
22 instruction on transition and will receive
a pre-unit assessment
22- Activity 2: Maybe have the test
38 Students will complete the post-unit in the beginning of
assessment, after a short review of the the class to ensure
unit. They will also complete the enough time was
students feedback survey available.
38- Closure: Students will complete their
40 pre-unit assessment and will hand it in to
Mr. C. They will then line up for
dismissal and help Mr. C pick up any
equipment/collect pencils.

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 Fitness and Cooperation Games Assessment
1-2

Give an example of an exercise we practiced that made your heart rate go up

Circle pictures that show cooperation. Put an “x” around pictures that show fitness.

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 Fitness and Cooperative Games
3-5

Draw a line to match the portion of fitness to its example

Muscular Strength Push-Ups

Muscular Endurance Stretching
Cardiovascular Endurance 1 Mile Run
Flexibility 1 Rep Max

Briefly explain and give an example of each aspect of cooperation that we talked about

 Cooperation
o
 Leadership
o
 Communication
o
 Trust
o
 Teamwork
o
 Accountability

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 Kindergarten Cooperative Games/Fitness Unit Test
Circle pictures that show cooperation. Put an “x” around pictures that show fitness.

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