Intermediate Initiatives

1. Lesson Plan Information Subject/Course: Physical Education Grade Level: Grade 7, 8, 9 Topic: Cooperation 2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum): Name: Shannon McColl Date: Time: Length of Period: 70-75 minutes

Grade 7, 8
Health & Physical Education 1. Living Skills: Personal Skills use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living Interpersonal Skills (IS)* 1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living 1.4 apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective group or team members Critical and Creative Thinking (CT)* 1.5 use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education A.3 Safety A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity A3.2 identify environmental factors that pose safety risks during their participation in physical activity

Learning Skills (Where applicable): Collaboration: I will be looking for their ability to cooperate with others and help each other. Organization: devises and follows a plan and process for completing work and tasks; 3. Content What do I want the learners to know and/or be able to do? Students will complete activities that aid in group development through cooperation. Creating a place where people feel included is imperative. Therefore, learning or reinforcing Cooperation skills produces an atmosphere where people can work together rather than compete against each other. Putdowns are extremely discouraged, while encouragement is consistently reinforced. L. Frank (Journey Toward the Caring Classroom p. 26) Today learners will: Complete team building activities that focus on cooperation. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Anecdotal notes. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? I Initiative Activities Require Few Specific Skills. Many of the skills will be developed through the activity as group formation is achieved.

Initiatives are more than simply activities or games. A properly structured build of initiatives concentrating on cooperation, then trust, then problem solving, and finally challenge allows for groups to truly function cohesively. The activities in this brochure are suitable for kindergarten to grade 3 students. Many of the activities will work with older grade levels and ages.

The text: Journey Toward the Caring Classroom by Laurie S. Frank, was the primary resource for this document.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.) B. Learning Environment Outside field C. Resources/Materials Lycra Tube Funderbird Skill tracks 3 balls 6. Teaching/Learning Strategies INTRODUCTION (5-10 Minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior knowledge, activities, procedures, compelling problem) I will begin the lesson by showing students pictures of some amazing examples of cooperation. We will discuss what is and important factor in achieving success for groups of people (cooperation). Teaching: How does the lesson develop? (5 min) How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). I will then tell the students that Recapitulation Process: How will I check for understanding? During the initiative activities I will be looking for students cooperative skills and their ability to focus on the tasks given to them. Consolidation: How will I bring all the important ideas from the learning experiences together for/with the students? During the activity I will be reminding the students what that these are cooperative activities and that everyone needs to focus on working together. Application: (45 minutes) What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) Lyrca Tube (15 min) Group Lean Objective The whole group must try to support themselves when leaning back Rules Everyone stretches the tarp by walking backwards a couple of steps and then at a given signal must lean back just enough that everyone in the group is supported Safety Have students stay mostly upright. It is possible for someones feet to slip out from under them and they will fall hard on their butt. Sling-Shot Objective To slingshot a partner pair across the tube when they are inside the tube. Rules The group needs to line up according to height Groups of 4 are established according to closest in height A group gets inside the tube with the cloth stretched from their shoulders to below their bums

 Each person must stand directly across from another so there is two pairs within the tube. By raising their right hand they need to understand that are going to (1 pair at a time) pass their partner and give them a right hand high 5 and then turn back into the cloth and stretch it The next pair then crosses the same way This criss-crossing will create a slingshot effect Safety The tube must cover each participants shoulders and butt, if it slips too high or low there is risk of someone falling out of the tube. Stop and reposition the tube when necessary If pairs cross incorrectly they can collide, stop the activity and correct the pattern Each person must understand what it means to change places with a high 5 Pairs must not start their crossing too early Funderbirds (15 min) Type of Activity: Intro/ Energizer/ Name Game Set Up: Group in a circle formation. This activity works best with 6 or more people. Concept: This is a hand version of the hacky-sack, or becomes a suitable replacement for beach ball and balloon games. The challenge here is to keep the Funderbird up in the air as long as possible. Using an underhand hitting style typically works best when playing with the Funderbird. You can invoke the basic volleyball rule that no participant can hit the Funderbird twice in a row. While playing name games, you can encourage participants to say their name when hitting the Funderbird. Variations: Have participants say someone elses name in the group as they hit the Funderbird. Using you non-dominant hand to hit the Funderbird typically produces a greater number of misses and misguided hits. If you want to additionally challenge some talented players, give them a cotton glove or pair of mittens to wear. Debriefing Topics: Were you able to successfully control the Funderbird? Did you manage to learn any new techniques from other members of the group? Skill Tracks (15 min) Static activities are organized with an appropriate shape connector creating a large-group course. Some of the Lead-Up Activities can be used with the following modifications: A. Stay-On-Trac (Large-Group Modification) Goal: the students will move a medium-size ball from one end of a designated starting pathway to the end of another, moving across all pathways and numbers on the course (Figure 3) 1. Skill Progressionadd additional balls to the course to be manipulated in the same manner as described above. B. Pitch Back (Large-Group Modification) Goal: starting with a ball at the end of each pathway, the students will toss the ball down to the opposite end and roll the ball into the center of the shape connector. 1. Each pathways movement should be coordinated with the other so that the balls are caught and gathered at the same time. 2. When the ball is successfully caught, the students then roll it back to the 0-5 position and rotate. C. Telephone (Large-Group Modification) Goal: display a phone number with colors assigned to each digit to correspond with each pathway on the course. Starting with the ball in the center of the pathway that corresponds with the color of the first digit, the students will roll the ball from number to number sequentially, according to an imaginary 7-digit telephone number displayed by the instructor. 1. Skill Progressionadd additional balls with different telephone numbers associated with them. Keep in mind, each ball used must be a different color and should start and end on pathways separate from the other balls. 2. Digits and colors should not be repeated back-to-back within the sequence given. 3. Upon completion, the ball must come to rest in the center of the pathway that corresponds with the last digit of the telephone number. 4. For large groups, 1-800 or area codes can be utilized to ensure full group participation. Making Activities More Dynamic This section outlines two ways to create dynamic activities with the Skill Track:

1. rotating students during an activity and, 2. moving the entire course across an activity area. With both strategies, students should be informed of the tasks details before starting the activity. The degree of cooperation and concentration needed during advanced activities makes it nearly impossible for engaged students to listen to and comprehend directions within the course of an activity. CONCLUSION: How will I conclude the lesson? (15 minute) Expressions This debriefing tool uses magazine cutouts of a variety of facial and physical expressions. Instructions: Cut out a variety of facial and physical expressions from a newspaper or magazine Alternatively you could ask each group member to draw an expression on a piece of paper and share with the group Place the pictures in front of participants and ask them to select a picture that expresses or symbolizes how they felt about the previous activity Once the participants have selected their pictures they can explain why they chose the picture and how it relates to their experience.

7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning?