Team Building Unit Plan

Team Building
Middle School
You can discover more about a person in an hour of play than in a year of conversation. -Plato
CJ Scholl
TEAM BUILDING UNIT TABLE OF CONTENT: SECTION: PAGE #:
Cover Page. 1 Table of Contents.. 2 Unit Contextual Information.. 3 - 6 Block Plan Calendar.. 7 - 9 Unit Assessment Plan10 - 17 Lesson Plans17 - 47 1. Find Your Color.. (18-22) 2. Pelota en Aire (Ball in the Air). (23-27) 3. Cross the River.. (28-32) 4. The Web. (33-37) 5. Relay Day .. (38-42) 6. Human Knot (43-47) Appendix: Content Standards Applied to Activities.. 48 - 49 Definition of Behaviors...... 50 - 51 Introductory/Fitness Activities... 52 - 55 Add On Warm-Up... 56 - 58 Definition of Warm-Up Skills..... 59 Bulletin Board Plan. 60 References.. 61 Resource Materials 62 What is Team Building?............................................................ 63 65 Team Building Quotes. 66 - 68
UNIT CONTEXTUAL INFORMATION
UNIT TOPIC: Team Building GRADE: 3rd-5th Weeks:

3
Time Req: 35 min.
Days: 6
Michigan Content Standards Addressed By This Unit: NASPE

A physically educated person: CS#2: demonstrates understanding of movement concepts, principle, strategies, and tactics as they apply to the learning and performance of physical activities. CS #5: exhibits responsible personal and social behavior that respects self and others in physical activity settings. CS#6: values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Goals for the Unit:

I am teaching this Team Building Unit so that students will develop valuable personal-social character traits. By participating in Team Building activities students will learn: Responsible behaviors such as Integrity and Caring Importance of following directions Positive Ways of communicating with peers Good sportsmanship to be supportive of team Cooperation for accomplishing group tasks Respect others and accept individual differences
Rationale:
By incorporating a Character Education Program, such as a Team Building Unit, students will show more responsible behaviors, such as integrity and caring. They learn the importance of following directions, not only for your safety, but for the learning of procedures. How does one handle routines? When completing this Unit, the learner will have numerous ways of communicating with peers and realize that sportsmanship applies to all aspects of life. I addressed concepts such as these because in the real world, it does not matter that you got a 4.0 GPA and joined 10 Clubs, those who can cooperate well with others and show respect are the ones who are going to be given a job. I focused on the Affective aspects more than the Psychomotor because I have found them to be more beneficial in the long run. Yes, you need
to be physically fit, but who would want to play a pick up game of basketball with you if you are disrespectful and have a bad attitude? No one. I am hoping to see students discover more about themselves and become better problem-solvers on their own. This can spill over into the classroom and will minimize the time a teacher will need to manage the students. They will thank you for this! Having partner skills will help students when forming relationships later in life and keeping them! I want students to be able to identify when they need a conflict resolved by asking a teammate for assistance. Students will demonstrate the meaning of compromise by staying open-minded to suggestions of others while planning activities. Students can learn to evaluate their role as a student teacher by teaching the skills used to a partner. This is used for the rest of your life! It is important to be able to interpret when prejudice is being used in the class to respect the feelings of others. By bringing it to my attention, writing down positive comments we, as a class, hear being used that day during class, and being open to the ideas of others, students will build character that is used in all areas of life! Stated above are reasons why I chose to focus on a Character Education building approach to physical education, rather than merely sports. Highlighted are the 6 lesson focuses throughout the Unit
Unit Objectives to be taught in this lesson: Psychomotor:

The learner will properly execute the warm-up drills and lead-up activities by counting their stretches and drills out loud while performing them correctly at the beginning of class as a whole group. The students will demonstrate proper procedures and techniques when: running in relays, riding scooters, handling hula hoops, tossing and catching bean bags, gripping hockey sticks, and using jump ropes, etc. by using the cues they learned when they were taught these skills prior to 3rd grade. For example: toss- using 2 hands, step forward with the opposite foot and release.
Cognitive:
After being told the Instructions, the learner will show understanding of the directions correctly when they hear the Mystery Word, by giving me a Thumbs Up or Down signal. See attached rubric: The students will demonstrate their knowledge of the fitness activities in achieving their daily goal points listed on the assessment rubric when checked off by the instructor.
Affective:
The learner will demonstrate: Responsible Behaviors, such as Integrity and Caring, by being honest with themselves, peers and teacher and showing consideration for others 100% of the time while reflecting positive character traits. Following directions by demonstrating understanding of the proper procedures and etiquette by giving thumbs up or down when the Mystery Word is given every time instructions are asked. Communication by effectively listening, asking for help to resolve conflicts, and responding to the teachers cues (Eyes on Who? Eyes on You!) 100% of the time. Sportsmanship by encouraging your teammates at least once every class period and focusing on performance rather than winning. Keeping a positive attitude throughout all of the lessons! Cooperation by appreciating the ability to work with others using compassion and learning how to be flexible with changes. Exhibits a sense of unity on a team as well as takes turns giving input in a friendly manner throughout the lesson. Respect by being selfless and self-aware, caring for ones body and mind, while complimenting others at least once a class period. Putting equipment back and treating it with value. Grasping differences in the uniqueness of others performance abilities and personalities by complimenting, giving suggestions, and showing a positive attitude.
Equipment/Supplies needed:
25 jerseys 25 hula hoops 25 Scooters 25 tennis balls 10 Jump Ropes 10 cones 2 goals 2 dodge balls Deck of UNO Cards Mats Activity Dice
Facility set-up Diagram:

Outdoor Field or Indoor Gym will vary depending on activity and weather!
Safety/Liability Issues/ Concerns:

Stretch and Warm-up properly. Drink lots of water!
Making sure the equipment is put in a safe area before and after each activity. Inspect to make sure equipment is safe and usable. Be respectful of personal space during all activities, especially during games rather than warm-up drills. Maintain proper spacing. Watch out for other students running around and making attempts to catch the ball. Be careful when playing new activities in a restricted area. Stopping and starting need to be done safely! (Practice as a warm-up activity)
Management Issues:
To begin an activity the teacher says a Mystery Word for that day, which indicates the Go signal for that activity. Use the clapping signal to stop any misbehaving of students. Students will be selected into designated team on Day 1 and use these same groups throughout the Unit.
Learning/Cue Words:
Listening for the Mystery Word Clapping for Attention Whistling Signals for Grouping
Adaptations:
The teams/partners may need to be rearranged according to levels of experience and/or whether they work well together. You can either play half court and full court, depending on number of players and space available for any of the Team Building activities. Students with injuries may be given leader positions, such as a time keeper, score keeper, integrity roles, etc.
Notes, Comments, Reflection:

Review as Needed Check for Understanding Daily by having students answer a question about the lesson focus that day as they are lining up to leave. Informal Observations or Formal Assessments: depending on developmental level
Block Plan Calendar Team Building Unit

Week 1 Introductory Activity NASPE Standard, GLECs Fitness Activity Lesson Focus
NASPE: Standard 5 NASPE: Standard 5
Monday
Tuesday
K.SB.06.01 B.PS.06.02 B.PS.07.02 K.SB.07.01 K.PS.07.02 Whistle Tag Responsible Behavior (Integrity/Caring)
K.SB.06.01 B.PS.06.02 B.PS.07.02 K.SB.07.01 K.PS.07.02 Back to Back Tag Following Directions
Review
Communication Keys INTRODUCTION OF Why communicating UNIT is so important

Riding Scooters properly Jump Rope
Teach
Locate UNO cards 110 in order as a team, Rules to the Find your Color Activity Jump Rope Scooters Find Your Color
Following Directions and how that can help you
Practice Applied Activity Closure
Jogging forwards and backwards, passing ball Pelota en Aire (Ball in the Air)
Integrity, Attitude, Mystery Words, Mystery Words, Make Following Directions sure numbers are in order
Team Building Unit

Week 1
Introductory Activity
Wednesday
NASPE: Standard 5
Thursday
NASPE: Standard 5
NASPE Standard, GLECs

Fitness Activity
K.SB.06.01 B.PS.06.02 B.PS.07.02 K.SB.07.01 K.PS.07.02 Touch and Run, end up by colored hula hoop Communication
K.SB.06.01 B.PS.06.02 B.PS.07.02 K.SB.07.01 K.PS.07.02 Quad Tag with whistle signal
Lesson Focus
Sportsmanship
Review Teach
Safety, Respect, Consideration Form strategies as a team that will help you complete task at hand, Object of Game, use of equipment Using all of your equipment safely, give constructive feedback Back-to Back draw Mystery Words, Encourage teams who struggled, Attitude
Safety, team Building, humanity Climbing through hula hoops, ropes Support ideas of others, open to new ideas, find solutions as team Getting students through the Web as a team The Web Mystery Words, Exploring team work/Sportsmanship, Problem-Solving
Practice
Applied Activity Closure
Team Building Unit

Week 1 Introductory Activity NASPE Standard, GLECs Fitness Activity
NASPE: Standard 5
Friday
K.SB.06.01 B.PS.06.02 B.PS.07.02 K.SB.07.01 K.PS.07.02 Musical Hula Hoops with locomotor
movements, Activity Dice Cooperation Safety, what to do when its not your turn! Hula Horses and the Amoeba Race Use of Hula hoops, crab walk, bear crawl, duck walk Relay Day Mystery Words, Fun, Importance of teamwork, Sportsmanship
Lesson Focus Review Teach Practice Applied Activity Closure
Team Building Unit

Week 2 Introductory Activity NASPE Standard,
NASPE: Standard 5 NASPE: Standard 5
Monday
Tuesday
K.PS.06.01 B.PS.06.02
K.PS.06.01 B.PS.06.02
GLECs Fitness Activity Lesson Focus
B.PS.07.02 K.SB.07.01 K.PS.07.02 Jump Rope Respect
B.PS.07.02 K.SB.07.01 K.PS.07.02 Start routines Responsible Behavior

(Integrity/Caring),
Following Directions, Communication, Sportsmanship, Cooperation, Respect Safety, Game Rules, Stick/puck control for F.A., Previous Lesson Focuses Safety, Respect Procedure for Activity Human Knot in small groups Human Knot all together Written Final, Compare and Contrast with Previous Lessons Respecting others thought
Review
Building
Teach Practice Applied Activity Closure
Build a structure with your group and destroy Break through! What things worked well what did not work well
Team Building Unit
Week 2 Introductory Activity NASPE Standard, GLECs Fitness Activity Lesson Focus
Wednesday
Thursday
NASPE: Standard 5
NASPE: Standard 5
B.PS.07.02 B.PS.06.02 K.SB.07.01 K.PS.07.02 Jump Rope Continue routines Responsible Behavior
(Integrity/Caring),
B.PS.07.02 B.PS.06.02 K.SB.07.01 K.PS.07.02 Jump Rope Present routines Responsible Behavior
(Integrity/Caring),
Following Directions, Following Directions, Communication, Communication, Sportsmanship, Sportsmanship, Cooperation, Respect Cooperation, Respect Safety Respect and Communication Patients
Review
Activity
Teach
None
Practice Applied Activity Closure

Cross the River
Communication with blind fold Mine Field
Team Building Unit

Week 2 Introductory Activity NASPE Standard, GLECs Fitness Activity Lesson Focus Friday
None
NASPE: Standard 5
B.PS.07.02 B.PS.06.02 K.SB.07.01 K.PS.07.02 None Responsible Behavior

(Integrity/Caring),
Following Directions, Communication, Sportsmanship, Cooperation, Respect None
Review Teach Practice
Honesty
None
Applied Activity
Team Scavenger hunt

Share pictures
Closure
Team Building Assessment Plan

Overview:
During the Team Building Unit, learners will be evaluated daily based on effort, their individual improvement of skills that are typical for their ability level, and also on the daily lesson focus. We will be reviewing the lessons focused on the previous day and building our Team Building skills from those. At the end of the Unit, each student will be formally assessed by the Instructor and will be required to complete a What Did I Learn? sheet with the help of a partner or alone, which ever they choose. This will be their choice. The entire Unit will be based on a breakdown of 1000 points. There will be six different lesson focuses throughout the Unit which will be assessed in 3 different areas based on the daily rubrics depending on the session of Team Building that is being taught. This follows the principle that NOT one size fits all! Effort Skills Typical for Ability Level Daily Lesson Focus The breakdown of the assessment points are based on Psychomotor, Cognitive, and Affective learning domains. Psychomotor: 6% (60 points 10 daily) Cognitive: 14% (140 points10 daily +80 Unit Evaluation) Affective: 80% (800 points100 daily + 20 Unit Evaluation)
At the end of the Unit, learners are required to complete a What Did I Learn? sheet covering all of the lessons taught throughout the Team Building Unit. This written self-evaluation is worth 100 points and will include bits and pieces of all 3 domains of learning. (80 points from the Cognitive and 20 points from Affective) Individuals will also have a Final Assessment completed by the Instructor based on their performance in general. This evaluation will include the following: Team Work Task Performances Time Student Teachers Attitude Final Assessment = 180 Points
Daily Assessments
Evaluation Key:
Effort/Understanding of Daily Concepts (Cognitive Points) 10 = Exceptional 7 = Average 3= Little or None Skills Typical for Ability Level (Psychomotor Points) 10 = S = Satisfactory 5 = L= Limited Progress 1 = X = Needs Improvement *Daily Lesson Focus (Affective Points) 130 = Exceeds/Meets 100 = Approaches/Begins 0 = No attempt
Unit Assessments
Evaluation Key:
Team Work 60 = Exceeds/Meets 40 = Approaches/Begins 0 = No attempt Task Performances 30 = Exceeds/Meets 20 = Approaches/Begins 0 = No attempt Time
20 = = Exceeds/Meets 15 = Approaches/Begins 0 = No attempt Student Teachers 10 = Exceeds/Meets 5 = Approaches/Begins 0 = No attempt Attitude (includes participation) 60 = Exceeds/Meets 40 = Approaches/Begins 0 = No attempt
Name:__________________ Date:__________ What did I learn about TEAM BUILDING?

Complete the following questions about YOUR experiences. 1. What is one way you showed responsible behavior?
_______________________________________ ___________________________________________ ___________________________________________

2. Why is it important to follow directions?
_______________________________________ ___________________________________________
3. What is way of communicating with a team mate?
_______________________________________ ___________________________________________
4. Circle: True or False Listening is an important part of communication. 5. Circle: True or False Good sportsmanship means focusing on winning rather than effort or performance.
6. Tell about one way you showed cooperation during the Team Building Unit.
_______________________________________ ___________________________________________
7. List three(3), specific, people or things you can show respect to.
_________________ _________________ _________________
Team Building
Day 1 of 10
Effort to practice daily concepts
Based on Individua l Ability Level
Honesty with themselves, peers, and teacher
Shows consideratio n character reflects positive traits
Name
Understanding Skills Typical (out of 10) (out of 10)
*Responsible Behavior (Integrity)(50)
*Responsible Behavior (Caring)(50)
Total Point (out of 120
Team Building
Day 2 of 10
Gives a thumbs up or down when the Mystery Word is given, procedures, etiquette
Name
*Following Directions (100)
Team Building
Day 3 of 10
Effective Listener Asks for help to resolve conflict Cue: 1,2 Q: Eyes on Who? A: Eyes on You!
Name
*Communication (100)
Team Building
Day 4 of 10
Encourages, creates positive environment, Focus on performance rather than winning!
Name
*Sportsmanship (100)
Team Building
Day 5 of 10
Appreciates ability to work with others, exhibits compassion, Flexible with changes, Cue: Takes Turns giving Input *Cooperation (100)
Name
Team Building
Day 6 of 10
Selfless, caring of ones body and mind, includes hygiene, selfawareness
compliments suggestions, grasps differences, unique performance abilities
Puts things back where they found it, treats like they purchased it
Name
*Respect Self (40)
*Respect Others (40)
*Respect Equipment (20)
Final Assessment (this Rubric is an option for an Alternative Team Building

Unit)
Identify their contributions , positive group interactions, common goal, assigned jobs Correctly without complaining, movement concepts, improves personal physical abilities, modifications given Effectively uses time, aware of time frame, and specific limits, completes tasks on time Leadership role, genuinely wants others to succeed, patience with classmates, CFU while assessing partner Learner is motivated, Interested, Puts forth effort in completing activities
uilding
me
Co Team Work (60) Task (30) Performances Time (20) Student Teachers (10) Attitude (60) (Participation) Total Points (out of 180)
Unit Assessment
Integrity and Caring, shows considerati on for peers Does as the instructor says without arguing, follows procedures Effective Listener, asks for help when resolving conflict Encourages, focuses on performance rather than winning, Team player Compassion ate, flexible with changes, appreciates differences among peers Self. Others, and equipme nt, mutual understa nding
lding
me
Day 1 Responsible Behaviors
Day 2 Following Directions
Day 3 Communication
Day 4 Sportsmanship
Day 5 Cooperation
Day 6 Respect
To (18
Find Your Color!

Middle School
CJ Scholl
Unit: Team Building Objectives for Todays Lesson:
Grade: 3rd-5th
Day # 1 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form while completing the Add On Warm-Up for that day. They will become mentally and physically prepared for the procedures and expectations while in the gymnasium. The students will practice the proper form of a jumping jack during the Find Your Color game while using their X and I cues taught. Cognitive: The learner can distinguish between red, yellow, blue, and green UNO cards and can put them in number order from least to greatest. The students will orally be questioned about what integrity means and what some examples are of lying and cheating. Affective: The learner will show integrity by being honest with themselves, the instructor, and amongst their team mates during the games of Whistle Tag and Find your Color. The learners will demonstrate responsible behaviors by exemplifying character traits that reflect a positive atmosphere. The students will show consideration for their teammates while participating in a competitive activity. Equipment Needed: 4 scooters Deck of UNO cards 4 hula hoops 25 jump ropes Facility Set-Up: SSS SS SS SSS SSS SS SS SSS
Safety Issues: Remind students to stop safely while engaging in the Fitness Activity and while riding the scooters. Pay attention to when it is your turn to prevent accidents. Remind students not to push the team mate who is on the scooter to give them a boost, this is considered cheating.
Use your spatial awareness while jump roping on the side lines and be aware of those around you.
Remind students to keep in mind that it is just an activity!!! It will be fun if they make it fun. Notes and Reminders: Inform the students of an overview of the schedule for the next 3 weeks! Stress Integrity and Caring, many students will try and cheat during these types of activities!
General Lesson Plan with Timeline

(Required Format)
Timeline: Time Needed 30 sec
Instruction: Script for instruction and management Welcome and overview: Hello Boys and Girls! How are we all doing? I hope you all had a great weekend and had a chance to get outside and play a little bit and if not outside at least did something active inside too. Did anyone doing something fun they want to share?
How many of you have ever heard the saying Two heads are better than One? For the next few weeks are going to prove that working together is helpful. We can learn a lot from our friends and it makes you feel good to know that you are cooperating. Lets begin our Warm-Ups!
Warm-up activity: Fitness activity: This fitness activity is very similar to our whistle mixer technique of creating groups.
Students will run into groups of the number of whistle blows they hear. Once you are out come see the instructor and wait to be given your appropriate colored corner for today. You get our by not be able to fit into a group. When the game is over the instructor will say, Find Your Color! Students are to line up by their colored Hula Hoop!
Time Needed 10 sec
Transition plan:
Lesson focus: responsible behavior. Time Needed 1 min Anticipatory set:
Today we are going to be playing a Color coordinating game using a deck of cards, scooter, and jump ropes. It is important to us because we need to learn new games and ways to encourage our teammates. This game is going to be really challenging to some of our behaviors. A lot of you are going to be tempted to cheat and pick up more than one card, but we need to remember that in order to work together as a team we need to be honest with each other. Its more fun when
everyone plays by the rules. Its only fair that way!

Time Needed 5 sec
Transition plan: N/A

Review if needed: N/A
Time Needed 5 sec Time Needed 2 min Time Needed 15 sec Time Needed 2 min
Transition plan:
N/A Instruction/demonstration and/or Explanation of the skill:
Transition plan: OK so I want everyone to stand up and go toe to toe with a partner
Whole group Guided practice:

Check for proper technique when riding the scooters. (Safety!!!) Ask for a few demonstrations. Make sure each team knows their color! (Red, blue, yellow, or green teams)
Transition plan:
N/A Individual/Partner Practice N/A
Time Needed 30 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min

Drills/practice:
. Transition plan:
Applied Activity:
The teams will be split up into their groups already from our Find Your Color Fitness activity we played earlier. Each of the 4 teams will have jump ropes for when it is not their turn to ride the scooter. The center circle of the basketball court has a deck of UNO cards scattered faced down. Students are to ride the scooter to the center, pick up ONE card. They are to take the card all the way back to their corner. If this card corresponds with their team color, GREAT! If not,
your entire team does 5 JUMPING JACKS, and you have to bring that card back and try again. The game continues until the first team has collected all of the correct colored numbers and put them in number order from least to greatest!
Time Needed 30 sec Time Needed 1 min
Transition plan:
Freeze!!!!! Way to go students I am so proud of all of you, you all did great! Lesson closure:
Everyone did a great job today! Thank you all for your participation and showing me Responsible Behavior! Especially those of you who practiced honesty and caring! Does anyone have any questions? Remember this can be a fun, competitive way to get to know your team better And remember to cheer them on! Who can give me one example of how they had to show responsible behavior today? Take 3 answers. Next time we are going to be learning another new game and will be focusing on using our listening ears to follow directions! Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Transition plan:
Everyone stand up! Give you all a round of applause! Ok perfect thank you! Dismissal: Alright class lets head over to the door. Thank you so much for a great class today like I said you all did great and I will see you all Thursday have a great rest of this and Wednesday! (say all this while we are walking to the door)
Time Needed 15 sec Time Needed 10 sec
Pelota en el Aire (Ball in the Air)

Middle School
CJ School
Grade: 3rd-5th
Day # 2 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will increase their aerobic fitness while jogging until the whistle is blown in a game of Back to Back Tag. The students will practice running, fleeing, and tagging while stopping safely without crashing in this activity also while running around their peers in a circle. The learner will increase their flexibility while having to bend side to side and up and down while passing the ball quickly to their team mates. The learner will develop proper elements of hopping while alternating between feet. Cognitive: The learner will demonstrate knowledge of cultural awareness by counting their warm-ups in Spanish and learning a new game from Argentina (SS). Students will orally be questioned about what following activity specific directions means and why it is important to follow them the first time they are given. Affective: The learner will follow specific rules and procedures while participating in Pelota en el Aire because it is a new and challenging way for the teams to work together. This game can be very frustrating if, even one tem member, does not understand the directions. The students are to listen carefully when the teacher is giving instructions so that the teams are playing safely and quickly throughout the entire lesson.
Equipment Needed: 1 dodge ball
Facility Set-Up: SSSSSSSSSSSSS
Safety Issues: Remind students who are in line to be aware of their personal space. Remind students who are running not to run into the center circle of students. Make sure the floors are dry and free from any obstacles that could be in the way of the game. Remind students who are in the center circle, while walking and passing at the same time, to pay attention so that they dont get hit in the face with a ball. Notes and Reminders: Check for Understanding Adaptations: This game is usually adapted by changing the passing formation. To make this game more challenging, have students pass under their legs and over their heads while continuing the walking motion in the circle. If this is too difficult, have the students in the center pass side to side. You can also play music to make this more enjoyable!

(Required Format)
Instruction: Script for instruction and management Welcome and overview: Hello Boys and Girls! How are we all doing? I hope you all had a chance to get outside and play a little bit and if not outside at least did something active inside too. Did anyone doing something fun they want to share?
Welcome to Class! How is everyone doing? Who can tell me what part of Team Building we focused on last class? Today we are going to listen carefully and learn all about Following Directions! Lets begin our Warm-Ups!
Warm-up activity: Fitness activity:
Students will begin by jogging forwards and backwards in groups while listening to music playing a game of Back to Back Tag. Appendix 8: for rules and discription
Time Needed 10 sec
Transition plan:
Lesson focus: responsible behavior. Time Anticipatory set:
Needed 1 min
Today we will be learning a new game. Its a game from Argentina. Does anyone know where that is? Its a country in South America that speaks Spanish. Can anyone guess what Pelota en el Aire means?(Answer: Ball in the Air) Transition plan: N/A
Review if needed:
Time Needed 5 sec
Learning the importance of following directions for safety and good sense of others. It is often very frustrating when you have one person on your team who does not follow the instructions given. Understanding how to work together as a team by counting your passes out loud.
Transition plan:
Today we are going to be playing a team passing game using a dodge ball. When I say the mystery word (Follow Directions!), I need team 1 on the black line about 20 feet away. Team 2 will form a large circle in the center of the gym with a ball. Its very important that you are listening now so that you will know what to do when the game begins! When I say the Mystery Word, the team with the ball will count out loud the number of overhead passes they can make while walking around the circle. This is done while the other team raced forward and runs around the center circle and back to the baseline (where they will practice hopping on 1 foot alternating and wall-sits) The object is to beat the other team in how many passes you have completed as a team. When the team gets back home they yell STOP! The teams then REVERSE ROLES. The team with the greatest number of passes is declared the winner! Transition plan: OK so I want everyone to stand up and go toe to toe with a partner

Students in center will stand facing the back of the learner in front of them and will begin walking in the circle. Students standing on the black line will demonstrate running safely around the center circle.
Transition plan:
N/A Individual/Partner Practice
Time Needed 30 sec Time
Needed 5 min Time Needed 15 sec Time Needed 5 min
N/A

Drills/practice:
. While students from Team 1 are walking I will hand them a ball to pass overhead as they continue in the circle. Students from both teams will demonstrate a practice round to clarify the instructions! Then the team building competition begins! Transition plan:
Time Needed 15 sec
Time Needed 5 min
Applied Activity:
When the mystery word is called learners are to begin. While Team 1 is passing the ball and counting, Team 2 is taking turns (ONE AT A TIME) running around the center circle. The learners from Team 2 that are not running are alternating between wall-sits and hopping on one foot. Once everyone on Team 2 has ran, Team 1 must stop counting. The total number of passes is their final score. Switch positions! Transition plan:
Everyone did a great job today! Thank you all for following the directions! I know that your team mates appreciated it. This is a very fast-paced game and so it is important that you are following the rules! Does anyone have any questions? Who can give me one reason why it is important to follow directions? Who wants to tell the class one example of what could have happened today had someone on your team not paid any attention when I was giving the directions? I had a lot of fun today and hope you did too. This is a great way to get exercise and learn to work well with your team! (There are also math skills without even knowing it) Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Next time we are going to be learning another new game and will be focusing on what it means to Communicate with one another!
Transition plan:
Cross the River

Middle School
CJ Scholl
Grade: 3rd-5th
Day # 3 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will increase their aerobic fitness while jogging until the whistle is blown in a game of Touch and Run. The students will practice running, stopping, and finding a different partner to link up with during the Fitness Activity. Cognitive: The learner will demonstrate knowledge of their various body parts by participating in a game of Touch and Run. The students will learn how to problem-solve as a team when brainstorming and formulating strategies amongst team members prior to playing Cross the River. Students will orally be questioned about what good communication looks like by giving examples of Attention Getters their teachers use in the classroom. Students will see the importance of asking important questions that contribute to learning when
attempting a problem-solving team building activity. Affective: The learner will develop a sense of an appropriate use of body language as a form of communication by showing inappropriate versus the appropriate examples to scenarios posed. The learner will follow specific rules and be respectful when safely putting away all of the equipment needed. The students are to listen carefully to the suggestions of their teammates by properly communicating in a team setting by being able to ask for help when resolving conflicts. Equipment Needed: 4 hula hoops 4 scooters 8 cones 4 carpet squares 4 dodge balls 4 jump ropes Facility Set-Up:
Safety Issues: Remind students to watch where they are moving and to be aware of other students. Check to make sure all equipment is in good condition that is safe to use. Notes and Reminders: Tell students to use their creativity and leadership skills today! Make sure that each team has the appropriate amount of equipment prior to beginning the game. Change the amount of equipment to adapt to class abilities! General Lesson Plan with Timeline
(Required Format)
Instruction: Script for instruction and management Welcome and overview: Hello Boys and Girls! How are we all doing? I hope you all had a chance to get outside and play a little bit and if not outside at least did something active inside too. Did anyone doing something fun they want to share?.
Welcome to Class! How is everyone doing? Who can tell me what part of Team Building we focused on last class? Today we are going to be learning about Communication. What does this mean? It is important when you have something to say and you want people to understand you! Lets begin our Warm-Ups!
Students will begin by playing a familiar game of Touch and Run. This will end with the whistle signal of their 4 different Colored Groups for the Unit. Appendix 3: for rules and discription
Time Needed 10 sec
Transition plan:
After the Fitness Activity students are to line up behind their colored hula hoop. We are going to be learning a new game called Cross the River. This will require you to strategize as a team and think of the best possible ways to beat the other team. Be creative and remember to communicate with your team! Transition plan: N/A
Review if needed:
Time Needed 5 sec
Learning how to work together as a team being supportive of each others ideas and open-minded to new ideas. Learning to ask questions and contribute creativity! Use helpful body language such as high fives, thumbs up, etc.
Transition plan:
Describe the Game: The object is to be the first team to Cross the River (shown by cones set up in the gym) without touching the water. Each group must get all of the group members across and all of their equipment to the other side without touching the floor. If they do, that team is to start all over. Heres the Kicker: * Each time your group successfully crosses, you must return using one less piece of equipment. Transition plan: OK so I want everyone to stand up and go toe to toe with a partner
Time Needed 15 sec Time Needed 2 min Time

Let teams explore and think as a team!
Transition plan:
Needed 30 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min

Drills/practice:
Encourage teams to work cooperatively and strategize the many solution options. The following order: ball, jump rope, cone, carpet square, scooter, Mat Transition plan:
Time Needed 15 sec
Time Needed 5 min
Applied Activity:
When I say go the teams take off!!! The first team to have all of their equipment across the River safely wins! Transition plan:
Everyone did a great job today! Thank you all for Communicating well with others! Thank you all for your participation, does anyone have any questions? How many of you found it difficult and wanted to always be the leader and thought your team should just listen to your ideas? This activity was more difficult than it looks for many, but you all did a great job today! Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Next time we are going to be learning another new game and will be focusing on what it means to Communicate with one another! Transition plan:
Everyone stand up! Give you all a round of applause! Ok perfect thank you!
Time Needed 15 sec
Time Needed 10 sec
Dismissal: Alright class lets head over to the door. Thank you so much for a great class today like I said you all did great and I will see you all Thursday have a great rest of this and Wednesday! (say all this while we are walking to the door)
THE WEB
Middle School
CJ Scholl
Grade: 3rd-5th
Day # 4 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will increase their speed and agility while forming a circle Tag like setting in a game of Quad Tag while listening for time frames by stopping and starting quickly until the whistle is blown. The students will improve offensive and defensive skills while participating in the Quad Tag fitness activity. The learner will perform tasks that require a wide range of flexibility. Cognitive: The learner will demonstrate knowledge spatial awareness by counting the number of spaces prior to attempting the game. The students will learn how to problem-solve as a team when brainstorming and formulating strategies amongst team members prior to playing The Web. Students will orally be questioned about what good sportsmanship looks like by giving examples of prior knowledge or real life scenarios they have experienced. Affective: The learner will develop a sense of trust, emotionally and physically by assisting and encouraging team members. Motivation, effort, and a positive attitude is very important here!!! Students will learn to depend on their team mates by working towards a common goal within an allotted time frame. The learner will be able to focus on performance rather than winning and loosing teams! Equipment Needed: Heavy String (wont break easily) 2 Hula Hoops 2 Soccer Goals Facility Set-Up: This is an example!
Safety Issues: Remind students to plan thoroughly before attempting to avoid injuries. Only one person will go through the Web at a time! Check the field outside for any harmful objects that students may encounter. Ensure there is no teasing, bullying, or name calling during this lesson! Remind students to follow directions carefully not to have the string trip or choke anyone.
Notes and Reminders: Adaptations: Use more or less equipment, change your distances if students are struggling! Add to the
exercise if students finish early. Heavier learners may need help getting through the center. Students should be on both sides should help receive these students. Some students may need to be judges, score and time keepers.

(Required Format)
Welcome to Class! How is everyone doing? Who can tell me what part of Team Building we focused on last class? Today we are going to be learning about Sportsmanship. Who can give me an example of showing bad/good sportsmanship! Lets begin our Warm-Ups!
Students will begin by playing a familiar game of Quad Tag in groups of 4. This will end with the blow of the whistle. Appendix 5: for rules and discription
Time Needed 10 sec
Transition plan:
Today we will be learning a team building exercise known as The Web! This will require you to strategize as a team and think of the best possible ways to beat the other team. Be creative! If the Warm-Ups are done outside students would count off into designated teams directly after the Fitness Activity. Transition plan: N/A
Review if needed:
Time Needed 5 sec
Learning how to work together as a team being supportive of each others ideas and open-minded to new ideas. Students will then head
outside!
Transition plan:
Describe the Game: Each player must go through The Web Not around or between the web and the trees Not under or over the web The Instructor should be hearing encouragement and positive feedback from group members! Reminding student that the focus is on the Team Building aspect of Sportsmanship rather than who has the most points!

Transition plan:

Drills/practice:
Encourage teams to work cooperatively and strategize the many solution options. Most difficult will be the first and last team member Sections that are not large enough are exempt spaces When passing through the Web, team members cannot touch the string. Each touch is minus 1 point. Each team must use all sections once before they can be reused.
Students who are not dressed or dont have proper shoes, or who choose not to participate can keep track of scores, times, and can judge to see which spaces have been used.
Transition plan:
Applied Activity:
When the mystery word (Sportsmanship) is called learners are to begin. The first team to go through the Web gets 5 points. Repeat the game and increase the difficulty. Students are asked to clean up any equipment and walk back into the gym. Transition plan:
Everyone did a great job today! Thank you all for showing examples of good Sportsmanship! Does anyone have any questions? How many of you found it difficult and wanted to throw in the towels and give up? How many of you were getting frustrated and found it difficult to work towards a common goal with people you might not always get along with? This activity was more difficult than it looks for many, but you had great sportsmanship! Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Next time we are going to be learning another new game and will be focusing on what it means to Cooperate with one another! Transition plan:
Relay Day
Middle School
CJ Scholl
Grade: 3rd-5th
Day # _5 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will improve their aerobic fitness by participating in the activity dice once they are out in Musical Hula Hoops. For example: push-ups will increase their arm strength, Toe touches will increase their flexibility, Sit-Ups will increase their abdominal strength, and jumping jacks will increase their cardiovascular system. The students will improve their locomotor movement skills as well as their animal movements while the music plays during the Fitness Activity. The learner will demonstrate proper form during the Hula Horses relay by keeping their hands to their sides, jogging only as fast as their partner cane go, without touching the hula hoops. Cognitive: The students will tell a partner the definition of cooperation and give them one way they specifically showed cooperation during the lesson. Students will orally be questioned about why it is important to show cooperation with people. The learner will ask 2 people to list all 3 parts (protoplasm, cell wall, and the nucleus) of the Amoeba to show their knowledge of the basic concept of a cell. This can be adapted for 5th graders: they will explain what each part does. Affective: The learner will appreciate the ability to work together as a team by being successful when completing each of these Relays. The student will learn to exhibit compassion towards another team mate of he or she gets hurt during any of the activities by asking if they need assistance. The learner will motivate their team by cheering them using positive language during these competitive relays! The student becomes flexible to changes in line order, teams, or activities if asked to switch teams by cooperating with the teachers instructions. Equipment Needed: Facility Set-Up:
26 Hula hoops Music Activity Dice Safety Issues: Remind students to safely stop when they hear the music stop. Rake sure all harmful objects are removed from the gym before starting! Notes and Reminders: Check for Understanding Remind students not to push when getting to a hula hoop. Ensure that the first person in the hoop gets to stay in the game. Remind students to respect the equipment; specifically do NOT bend the hula hoops!

(Required Format)
Welcome to Class! How is everyone doing? Who can tell me what part of Team Building we focused on last class? Today we are going to be learning about Cooperation. Who can give me an example of a time they had to work together with someone? Lets begin our Warm-Ups!
Students will begin by playing a familiar game of Musical Hula Hoops. The students who get out know to begin playing with the Activity Dice. This will end with the blow of the whistle when there are 3 or less people playing, depending on time. Appendix 6: for rules and discription
Time Needed 10 sec
Transition plan:
Lesson focus: responsible behavior. Time Anticipatory set:
Needed 1 min
Today we will be learning two new relay races! This will require you to cooperate as a team and think of the best possible ways to beat the other team. Listening for directions is also very important today. Transition plan: N/A
Review if needed:
Time Needed 5 sec
Learning how to work together as a team being supportive of each others ideas and comments!
Transition plan:
Describe the Relays: Hula Horses: There will be 6 different teams, to maximize activity time. Each team will consist of 4 students. The first two are partners and the next two are partners. Partner 1 will be the horse inside of the hula hoop. They may not touch the hula hoop while running. Partner 2 will hold the hula hoop over Partner 1 and make sure to run at the same pace! When they have ran to the black line and back, they reverse, Partner 2 is now the horse. Check for Understanding! Describe the Relays: Amoeba Race: The whistle will be blown 3 times, indicating the students to get into 3 groups, preferably around 8 or 9 in a group. Students will then line up with their groups on the baseline of the basketball court. There are 3 different parts to an Amoeba (protoplasm, cell wall, and the nucleus). The cell walls are going to be the outside circle by linking elbows facing outward. The protoplasms are going to be students inside the cell wall who are going to be carrying the nucleus. This will be one student who will be carried during the relay. Students are given options for carrying: piggy bag, criss cross, etc. The 3 people of the inside of the circle are Once the Amoebas are formed, they will line up to race. This is going to be very difficult and requires a lot of cooperation from all team members, but is tons of fun! Transition plan: OK so I want everyone to stand up and go toe to toe with a partner
Time Needed 15 sec Time Needed 2 min Time

Let teams practice one round to get a feel for the activities! These require close physical interaction.
Transition plan:
Needed 30 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min

Drills/practice:
Encourage teams to work cooperatively! Students who are not dressed or dont have proper shoes, or who choose not to participate can keep track of scores, times, and can judge the teams! Transition plan:
Applied Activity:
When the mystery word (Cooperation) is called learners are to begin. Repeat the relays if time allotted and increase the difficulty. Students are asked to clean up any equipment and walk back into the gym. Transition plan:
Everyone did a great job today! Thank you all for showing examples of good Cooperation! Does anyone have any questions? Next time we are going to be learning another new game and will be focusing on what it means to Respect one another, ourselves, and equipment! Have a great rest of the day! Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Transition plan:
Human Knot
PED 307 Winter 2013
CJ Scholl
Lesson Plan Contextual Information

(Required Format)
Lesson #: _3_ of _6_
Time required: 45 minutes
Grade: Middle School
Psychomotor Objectives for this lesson: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The students will be able to dribble a soccer ball while playing a game of Keep Away, keeping their heads up, the ball close to their body, and controlling the ball consistently. The students will practice their offensive and defensive skills while trying to take the ball away from their classmates without using their hands. The learner will increase their flexibility while having to bend and twist while participating in the Human Knot in a small group setting.
Cognitive Objectives for this lesson:
The learner will demonstrate knowledge of specific cues learned in their previous soccer unit that are necessary in order to perform the Fitness Activity. (Head up, Ball near body, and control) Students will informally be questioned about what respect is by giving examples of when someone is and is NOT being respectful. (3 specific people or things you can respect) The learner will demonstrate knowledge of safety procedures by practicing safe behaviors when dribbling and trapping the soccer ball in a game of Keep Away. The students will complete a written assessment testing their knowledge throughout the Unit.
Affective Objectives for this lesson:
The learner will demonstrate respect by putting the equipment (soccer balls) away when asked to do. The learner will be considerate of the needs and feelings of others by complimenting the positives and understanding that everyone is unique and has different performance abilities. The students are to listen carefully when the teacher is giving instructions so that the groups are playing safely and throughout the entire lesson to prevent injuries.
Pre-requisite skills or knowledge needed for success in this lesson: Basic soccer skills Adaptations and/or extensions for this lesson: a) Extended time for the activities
b) Flexibility of rules for kids with disabilities

Management issues for this lesson: Freeze: Hand on knees eyes on me Toe to Toe: Find a partner by going toe to toe with another student in class Listening Corner: The listen corner is represented by the big orange cone and is where the student go when its time to explain something. Whistle mixer: Students will get split up into groups of four, for our fitness activity. We will not need to do much of splitting up of teams because we are lower ed. right now so in this lesson we are working on solely the skill of instep-kick Safety issues for this lesson: Not many safety issues in this lesson we as teachers will need to watch for how students are kicking the ball and to make sure they are doing it responsible and under control, during the fitness activity. For our human knot just keep on eye on inappropriate touching. Equipment and/or supplies needed for this lesson: 5-6 Soccer ball 5-6 large cones Appropriate Music Facility set-up needed for this lesson:
Notes to self: Be sure all the students are moving and staying active. Stay moving around and out of the way be sure you can see all the students at all times. Use names and reward. Keep the energy up and SMILE!!!!!!!!!!!!!

(Required Format)
Instruction: Script for instruction and management Welcome and overview: Hello Boys and Girls! How are we all doing? I hope you all had a great weekend and had a chance to get outside and play a little bit and if not outside at least did something active inside too. Did anyone doing something fun they want to share?
Students will be greeted at the door with a high five when they walk in. Who can tell me what part of Team Building we focused on last class? Today is the last day of our Unit and we are going to be focusing on, hopefully something we do every day, RESPECT! Lets begin our Warm-Ups!
Warm-up activity:
See Add-On Warm-Up. Once this is completed together as a class, students will begin by having a quick discussion of Respect. Why is it important to respect yourself, others, and things? (Equipment, your toys at home, etc.) The big difference we are going to do for this lesson is that each student in the group will have a body part that they are in charge of warming up and or stretching.
Fitness activity:
When the whistle blows students are to grab a soccer ball and begin dribbling in their own space within the 4 cones while listening to music. I will stop the music and remind them to stop the ball safely by placing your foot on top of it, to control it and hold it still while I tell them that we are playing the familiar game of Keep Away. To make sure we are using the TEAM we will only have 2 balls for each team and the other team will be one man/women down. The students cannot hold the ball for longer than 4 sec. We will have two games going on so four teams all together
Time Needed 10 sec
Transition plan:
Freeze!!!! Wow that was great everyone! I need everyone to grab a soccer ball or a cone and put them away then skip over to the listening corner Ready Go!!!!!!!!
Lesson focus: Human Knot Time Needed Anticipatory set:
Today we are going to attempt a challenging game known as the
1 min
Human Knot. Has anyone ever played this game before? This game will help us greatly with our word of the day which isrespect! We will need to make sure we listen to everyone and take our time to figure a way out of our knot. Transition plan: N/A
Review if needed: N/A
Time Needed 5 sec
Transition plan:
Respect What does it mean to you?
Guided practice: N/A Transition plan:

Drills/practice:
Students will practice the Human Knot with a partner. They will cross their arms so that they make an X and their mission is to untangle their arms and make a circle with each other. This is just so that they get the idea of what we are going to do. Transition plan:
Freeze!!! Whistle mixer!!! 7 claps ( so groups of 7) Applied Activity:
Each group will form a circle bringing both hands into the center, reaching for a classmates hand. Encourage students to stand close
together; shoulder-to-shoulder is preferred to simplify this very complex activity. Students are to grasp 2 other students hands. It may not be the student to either side of them. Groups should consist of 7-10 students. Students are NOT to let go of their classmates hands and are challenged to untangle the circle. When the whistle is blown, the time will begin and students are instructed to undo the Human Knot! This will require students to go under, over, and through the spaces created by the arms of their team mates.
You can also make talking optional to make it more difficult! Time Needed 30 sec Time Needed 1 min
Transition plan:
Everyone did a great job today! Before you leave, we are going to take a few minutes to tell me what you learned about the Team Building Unit. Once you have answered the questions let me know what you like and what you would want to change for next year so I can improve my teaching! Thank you all for showing respect to yourself, others, and the equipment today! You were being considerate of others feelings and being patient while respecting me by using your time wisely and following directions. This was a great Unit; I had a lot of fun watching you all work together with different groups and getting to know each other better. How well do you all think you worked together? I saw a lot of teamwork, especially when you had to use problem-solving skills. Next week when you all come back we are going to begin out Floor Hockey Unit, so be ready to learn and have fun! Students will then line up and give me a high five on their way out of the gymnasium! They are now dismissed and return to their classroom teacher! Next time we are going to be learning another new game and will be focusing on what it means to Communicate with one another! Transition plan:
Everyone stand up! Give you all a round of applause! Way to go today boys and girls if we can get into our single file lines please. Who are the line leaders today? Ok perfect thank you! Dismissal: Alright class lets head over to the door. Thank you so much for a great class today like I said you all did great and I will see you all Thursday have a great rest of this and Wednesday! (say all this while we are walking to the door)
Break through Middle School
CJ Scholl
Grade: 3rd-5th
Day # 3 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will increase their aerobic fitness while jogging until the whistle is blown in a game of Touch and Run. The students will practice running, stopping, and finding a different partner to link up with during the Fitness Activity. Cognitive: The learner will demonstrate knowledge of structural support and how to build it. The students will learn how to problem-solve as a team when brainstorming and formulating strategies amongst team members prior to playing Cross the River. Students will orally be questioned about what good communication looks like by giving examples of Attention Getters their teachers use in the classroom. Students will see the importance of asking important questions that contribute to learning when attempting a problem-solving team building activity. Affective: The learner will develop a sense of an appropriate use of body language as a form of communication by showing inappropriate versus the appropriate examples to scenarios posed. The learner will follow specific rules and be respectful when safely putting away all of the equipment needed. The students are to listen carefully to the suggestions of their teammates by properly communicating in a team setting by being able to ask for help when resolving conflicts.
Equipment Needed: Everything in the closet
Facility Set-Up:
Safety Issues: Remind students to watch where they are moving and to be aware of other students. Check to make sure all equipment is in good condition that is safe to use. Notes and Reminders: Tell students to use their creativity and leadership skills today! Make sure that each team has the appropriate amount of equipment prior to beginning the game. Change the amount of equipment to adapt to class abilities!

(Required Format)
Jump Rope Skill/ Create routines We will take a few minutes to review some basic skills of jump rope. After a few minutes the students will then be split up into groups with the whistle mixer. Groups would preferably be 3 to 4
Time Needed 10 sec
Transition plan:
After the Fitness Activity students are to circle up. Today we are going to plan a super fun activity that will involve all of
us and for us to listen carefully to everyone in your groups! You can use whatever piece of equipment you want. After you all build up your structure you will then get to use the rhino skin balls to try and destroy another teams structure.
Time Needed 5 sec

Review if needed:
We will talk about listening to everyone and hearing what they have to say and why it is important and why we need to make sure that we are becoming bossy.
Time Needed 5 sec Time Needed 2 min Time Needed 15 sec Time Needed 2 min Time Needed 30 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min
Transition plan:
I will quickly take a few or the pieces of equipment and build a small structure to show a example for the students. Transition plan: OK so I want everyone to stand up and go toe to toe with a partner

Transition plan:

Drills/practice:
They will build their own structure and ones they have it they can break it down and try and find out what my work better. Transition plan:
Time Needed 15 sec
Time Needed
Applied Activity: The students will now build their structure to how they have found best and then they
5 min Time Needed 30 sec Time Needed 1 min
will move down to the next group and then they will see which groups structure last the longest.
Transition plan:
Wow way to go everyone! Hope that was fun for all of you? What did you think? Good! Did you all see why we need to listen to what everyone has to say. Who in the groups spoke up and their ideas worked well? We need to make sure that we dont start to make ourselves sound bossy we need to listen to what everyone has to say and respect them! Transition plan:
Mine Field Middle School
CJ Scholl
Grade: 3rd-5th
Day # 3 of 6
Psychomotor: Introductory Activity: The students will demonstrate proper form and become warmed up physically while completing the Add On Warm-Up for that day. Fitness Activity: The learner will increase their aerobic fitness while jogging until the whistle is blown in a game of Touch and Run. The students will practice running, stopping, and finding a different partner to link up with during the Fitness Activity. Cognitive: The learner will demonstrate knowledge of structural support and how to build it. The students will learn how to problem-solve as a team when brainstorming and formulating strategies amongst team members prior to playing Cross the River. Students will orally be questioned about what good communication looks like by giving examples of Attention Getters their teachers use in the classroom. Students will see the importance of asking important questions that contribute to learning when attempting a problem-solving team building activity. Affective:
The learner will develop a sense of an appropriate use of body language as a form of communication by showing inappropriate versus the appropriate examples to scenarios posed. The learner will follow specific rules and be respectful when safely putting away all of the equipment needed. The students are to listen carefully to the suggestions of their teammates by properly communicating in a team setting by being able to ask for help when resolving conflicts. Equipment Needed: 4 cones 8 Blind folds Misc equipment for mines Facility Set-Up:
Safety Issues: Remind students to watch where they are moving and to be aware of other students. Check to make sure all equipment is in good condition that is safe to use. Notes and Reminders: Tell students to use their creativity and leadership skills today! Make sure that each team has the appropriate amount of equipment prior to beginning the game. Change the amount of equipment to adapt to class abilities!

(Required Format)
Jump Rope continue routines Student will continue to develop their routines.
Time Needed 10 sec
Transition plan:
After the Fitness Activity students are to circle up. Alright so today we are testing our communication skills that we have been working on. We learned how important communication is in one of our past lessons.
Time Needed 5 sec

Review if needed:
So we learned that communication was important in a past lesson. What were some of the important reasons for why we need to communicate?
Transition plan:
Communicating is the key to the game we have three groups we will which group can get through the fastest. Jimmy can you stand up for me real fast.thank you of see that cone over there how would you get me over there right now with only talking. Lets try.. Transition plan: OK so I want everyone to stand up and go toe to toe with a partner

Ok now that we are in our groups I want you to blind fold someone in your group and have them zig zag through the cones work on your communication skills. Make sure you are telling them exactly what you want them to do!
Transition plan:
Time Needed 30 sec Time Needed 5 min Time Needed 15 sec Time Needed 5 min

Drills/practice:
Time Needed 15 sec
Transition plan:
Time Needed 5 min
Applied Activity: Ok so now that you are all in your groups we will through the mine field Use four cones to set the boundaries of the mine field after you have the boundaries set up places pieces of equipment through the whole field just scatter it everywhere. In the team of 6 one person will be the scout they are to look through the field and try and find the path best for travel. Another person will be the blind foldie they are to make their way through the mine field as another partner in the communicator telling the partner exaclly where to go. The last two are going to have to make there way to the white board. One of the partners will be blind folder as well once they get to the white board they are to go through and connect the dots. We will go through this as many times as we can so everyone can get a chance to play each part.
Transition plan:
Wow way to go everyone! Hope that was fun for all of you? What did you think? Good! Ok so that was a bit of a hard task wasnt it? We really needed to make sure that we were all on the same page and using our words. I saw that some of our groups got frustrated. What were some of the things that made you frustrated? Of so group yellow yall won twice what worked well for you? Oh really thats great ok everyone thank you so much for a great lesson today!! Transition plan:
Fitness Scavenger Hunt Middle School
CJ Scholl
Unit: Team Building
Middle School Day # 8 of 10 Model: Cooperative curriculum Time: 56 min education model Style: Stations
Objectives for Todays Lesson: Psychomotor: Cognitive: B.PS.07.02,B.PS.06.02 The learner will demonstrate knowledge of structural support and how to build it. The students will learn how to problem-solve as a team when brainstorming and formulating strategies amongst team members prior to playing Cross the River. Students will orally be questioned about what good communication looks like by giving examples of Attention Getters their teachers use in the classroom.
Students will see the importance of asking important questions that contribute to learning when attempting a problem-solving team building activity. Ability to navigate a map Affective: K.SB.07.01, K.PS.07.02 The learner will develop a sense of an appropriate use of body language as a form of communication by showing inappropriate versus the appropriate examples to scenarios posed. The learner will follow specific rules and be respectful when safely putting away all of the equipment needed. The students are to listen carefully to the suggestions of their teammates by properly communicating in a team setting by being able to ask for help when resolving conflicts. Equipment Needed: Maps Camera Phones/Flip Cams Flags/Ribbons Heart Rate monitors Pedometers Facility Set-Up:
Safety Issues: Remind students that we are going to outside so we need to be respectful to anyone out there and to our fellow classmates Notes and Reminders: Keep an eye on all the students!!

(Required Format)
Timeline: Time Needed 1 min
Instruction: Script for instruction and management Welcome and overview:
Welcome to Class! How is everyone doing? Who can tell me what part of Team Building we focused on last class? Today is going to be a really fun day for us! We have our Fitness Scavenger hunt!!! I hope that you are all super excited for this!! I want everyone to grab a heart rate monitor and then find a poly spot and stand on it!!!!
Time Needed 10 sec
Transition plan: Ok so does everyone have a heart rate monitor? Ok great come on over here real fast
Lesson focus: Team work
Time Needed 2 min
Anticipatory set:
Ok so we have a super fun activity for today we are finally going to do our scavenger hunt I hope that you are all ready for this it will be a lot of fun. You are going to be split up into two teams when you came in and I told you all to find a poly spot when I say go you will look under it and whatever color your says you are on that team! We have red and yellow ok GO!!!
Time Needed 2 min
Whole group Guided practice: Ok now that we are into our groups I want us all to pick a navigator, captain, an interpreter, and a recorder/photographer. Ready go!
Transition plan:
Pass out the maps
Time Needed 15 sec
Time Needed 35 min
Applied Activity:
See appendix 8
Alright so your navigator has the map go ahead a take a look at that. As you can see you have 5 check points to get to and at each point there is a mission to complete. Now there is a different order for the two teams to go through the map so that way you dont all sit and get stuck at each check point. So group one you will go to the yellow marks on the map and group 2 will go to the red marks. The interpreter will read the mission statement at each check point and explain it to the team. We will need to work as a team to complete each check point. Now you all have a recorder/photographer as well that person will be using out flip cams. Your captain has the order of which check point to start at. Now this will be a race the first team to get through the scavenger hunt wins is everyone ready?! Ok captains open up the order and take off!!!
Transition plan:
Wait for both teams to get back and keep up the good energy!!! Lesson closure:
Wow way to go everyone! Hope that was fun for all of you? What did you think? Good! Ok so that was a bit of a hard task wasnt it? We really needed to make sure that we were all on the same page and using our words. I saw that some of our groups got frustrated. What were some of the things that made you frustrated? Of so group yellow yall won twice what worked well for you? Oh really thats great ok everyone thank you so much for a great lesson today!! Transition plan:
Everyone stand up! Give you all a round of applause! Ok perfect thank you!
Time Needed 15 sec
Time Needed 10 sec
Dismissal: Alright class lets head over to the door. Thank you so much for a great class today like I said you all did great and I will see you all Thursday have a great rest of this and Wednesday! (say all this while we are walking to the door)
Appendix 8
Fitness Scavenger hunt!!!!
These are the missions that will be placed at each check point each can be modified to fit your class. The class will be split up into two teams with one captain who will make the final decisions if a group is having a hard time deciding what to do. One interpreter who will read off the missions and explain them to the rest of the students. Another member will be the recorder we will be using the Flip cams to do this but phones of even just disposable cameras could be used too. Last Job will be for the navigator who will have the map that shows where the check points are their job is to navigate the team to each check point. Check point will be marked with florescent ribbons
Check point 1:
Welcome to the first check point here your mission is to pick up one of the pedometers by the end of the scavenger hunt you all need to have at least 2000 steps in! Before you can leave this station you are too get 200 of those steps in you photographer will take a picture of how the team decides to get there steps in. Now the whole team must do the same activity and 1 min will be taken off for the team that can come up the most creative way that incorporates the whole team go!!!!
Check point 2:
The mission here is to all lock hands in a circle as you can see we have a rope and a hula hoop. You are to start the hula hoop and rope across from each other in the circle and move them in opposite direction all the way around the circle without unlocking your hands! You must get the two all the way back to where they started before you can move on to the next check point your photographer will sit out of this one and will record the mission. Good Luck
Check point 3:
Alright welcome to check point three as you can see there are cones lined up from one end of the field to the other! And you have a carton of eggs and
enough spoons for everyone! You all have only 4 eggs if you do not complete the mission you will be penalized up to 5 min longer then what it took the other team to make it through this mission. You are to all take a spoon and make it from one end with an egg to the other handing off the egg with just using your spoons! Nothing else! Oh and you have to pass off the flip can as well! Be careful and dont drop that if you do you must start all over!
Check point 4:
For this check point you are to go through and find a muscular strength activity for you 2 arms, 2 abs, and 2 legs. The trick is you must have a different exercise for each one and it must involve the 2 or more teammates at once. You need to do the exercise 10 times for it to count for each exercise record what youre doing and say what muscle group you are using but you must switch the recorder each time and no one can record twice. Bonus points will be given to the teams that use the most teammates in each exercise! GO!!!!!!!!!!!!!!
Check point 5:
So I bet you are wondering why you have had these heart rate monitors on.well here is where we will use them!! You are all to get to an elevated heart rate of 120 or up! You can do whatever you want to get your heart rate up! But you must all get to at least 120 before you can run to the finish line! I want the camera to be passed around but recording for this whole mission. When you all get up to at least 120 go ahead and take off! When you cross the finish line you must all cross hold hands and together with 2000 or more steps on everyones pedometers!!
Jump Rope Routines Middle School
CJ Scholl
Lesson #: _10__ of _10__
Time required: _55_ minutes
Grade: Middle School
Psychomotor Objectives for this lesson: (number of each objective, ie. PM #1, and content standard and GLCE number) None taught today Cognitive Objectives for this lesson: (number of each objective, ie. C.#1, and content standard and GLCE number) Students will understand how to properly fit themselves for a jumping rope. Students will be able to set up a patterned routine of 3 (or more) different skills of jumping rope to different tempos.
Student will have the understanding of a routine and teaching a routine.
Affective Objectives for this lesson: (number of each objective, ie. A#2, and content standard and GLCE number) Students will have a good understanding of what tempo is and how it can affect the rhythmic patterns.
The learner will respect the personal space of other students throughout the jump rope lesson by staying in their personal space, watching out for students around them, and using equipment safely. The learner will show responsibility in equipment management throughout the whole lesson by keeping their personal equipment in good condition, using the equipment properly and safely, and by taking care of their equipment at the conclusion of the lesson. The learner will show active participation in all activities throughout all lessons after observation by the teacher by participating in activities during practice time and participating to the best of their ability.
Adaptations and/or extensions for this lesson: a) We could again place the rope on the ground to start before we can start to swing over head Because we have an exploratory lesson focus the level of mastery, we can slow down tempo. b) c) Because of the exploratory style of lesson the level of mastery offers all of the expansions to the lesson. We could make them come up with a very complex routine if it is too easy for them.
Safety issues for this lesson: Personal space- keeping the students spaced out so that they do run into each other with all the moving around. Making sure that the children keep their rope under control at all times If a student uses a jump rope for something other than what is assigned for please have them take a pit stop in the listening corner. Equipment and/or supplies needed for this lesson: 25-30 jump ropes of different sizes Sound System IPOD hook up( (for students) Appropriate music choices
Facility set-up needed for this lesson: Just need a Gym or we could go outside to the basketball courts as well if it is nice out. Before the students get into the Gym, jump ropes must be placed out before students get to the Gym. Notes to self: Be sure all the students are moving and staying active. Stay moving around and out of the way, be sure you can see all the students at all times. Use names and reward. Keep the energy up and SMILE

(Required Format)
Timeline: Instructional and managerial dialogue, directions, explanations, and diagrams: Opening Activities: Time Needed Welcome, roll, call, overview: Hey everyone how are we all doing today!? I hope you all had a great weekend and were able to get outside in that nice weather! Is everyone ready for some fun routines today!? (stay up beat and full of energy) Time Needed Time Needed Time Needed Transition plan: Warm-up activity: Last practice session with your groups before performance!
Transition plan: Freeze!!!!!!!!! Ok when I say I go I want you all to grab a jump rope that fits and get with your routines partner or partners. Ready..SetGO!!!!!!
Fitness activity: Not needed
Time Needed Time Needed
Transition plan: Not needed
Lesson focus: Time Needed Time Needed Anticipatory set: Not needed
Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed Time Needed
Review skill if needed: Not Needed
Transition plan: Not Needed

Instruction/demonstration of BOTH skill and movement concept: Not needed

Guided practice (to review skill) and/or exploration (to explore concept): Not needed
Transition plan: Not needed Individual/partner practice: Not needed Transition plan: when we are done we will get with our partners.
Drills/practice: Not needed

Applied activity: Students will be in their groups and group by group they will put on the sing they are doing their routine too and come up an perform the routine in front of the class. After they perform the routine they will then teach us the routine and show us how they changed tempo and incorporated the different skills they used.
Time Needed
Transition plan: Ok put your jump ropes away and everyone come on in.
Closing Activities:
Time Needed Lesson closure: Wow those were some great routines somewhere very funny and some were pretty intense Im super proud of all of you those all looked so great way to I cant wait to watch all of them again and if you want me to put yours in youtube remember get the sheet signed from your parents and ill put them up!
Time Needed Time Needed
Transition plan: Alright lets line up quietly please behind the birthday girl!
Exit/dismissal procedures: Ok looks like Mrs. Greendoor is here lets head on over! Thank you all again for the great day you all did so good thank you all!
Content Standards Applied to Activities

Content Standard #2 A physically educated person demonstrates understanding of movement concepts, principle, strategies, and tactics as they apply to the learning and performance of physical activities.
Identifies proper form when running, riding scooters, tossing, catching, gripping hockey sticks, passing, shooting, and stick handling with a tennis ball during a game of floor hockey. Develops techniques for handling objects, such as hula hoops and bean bags, safely in a relay race. Develops team strategies for rotating turns and lining up. Supports and becomes open-minded to opinions and strategies of others Develops patience when problem-solving with peers Exhibits cooperation and communication skills Successfully performs all of the movement concepts and Warm-Up skills Accomplishes Group Tasks with complications Is flexible of changes in teams, schedules, or activities
Content Standard #5 A physically educated person exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Follows activity-specific safe practices, rules, procedures, and etiquette Learn to work independently and with groups, enjoying the diversity around them. Develops cultural/ethnic self-awareness. Exhibits cooperation and communication skills. Appreciates their own heritage and the differences in others. Respects peers, teachers, others and equipment. Respects the personal space of others, is aware of their own (spatial awareness). Exhibits compassion towards others, includes being open-minded. Exemplifies personal/social character traits of leadership while working with a team.
Content Standard #6 A physically educated person values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Identifies conflict and is open to compromise Communicates with a positive perception (verbal and non-verbal) Body language is a substitute for words when cooperating with peers Exhibits qualities of Peer Mediation and Student Teaching
Expresses anger or frustrations in a healthy manner (Stops and Thinks before Acting on Situations) Demonstrates appropriate behavior and language when working with others in a physical activity setting Shows the importance of team work and getting along with others Appreciates the ability to cooperate by respecting the contributions of others Helps encourage team for self-fulfillment
Definitions of Behaviors
Team Work:
1. Identify their contributions to a team 2. Evaluate positive group interaction skills 3. Students work with team towards a common goal CUES: Team created Mascot and assigned jobs.
Communication:
1. 2. 3. 4. Being an effective listener Asking important questions that contribute Being able to ask for help and resolve conflicts Proper use of expressing body language CUES: Teacher Asks: 1, 2, Eyes on Who? Class Responds: Eyes on You!
Following Directions:
1. Follows activity-specific rules, procedures, and etiquette. 2. Practices following rules because of the safety of others CUES: Using the Mystery Word, Students will give me thumbs up or thumbs down for understanding of Directions
Cooperation:
1. Appreciates the ability to work with another individual or group of peers by getting along 2. Learns how to exhibit compassion towards others 3. Flexibility to changes in schedule, teams, or activities CUES: Take Turns giving Input
Task Performances:
1. 2. 3. 4. Performs tasks correctly without complaining Understands Movement Concepts Proper Warm-Up skill Form and Techniques Successfully improves their personal physical abilities *Give modifications on skills for children to adapt to their own level CUES:
Sportsmanship:
1. Encourage team mates 2. Creates Positive environment 3. Focus is on performance rather than winning and loosing teams
Time:
1. Uses time effectively when limited by teacher 2. Is aware of time frame in which work must be completed *Be aware of and listen for Limits!
Respect:
Self: Being selfless and caring of ones mind and body, includes hygiene,
being aware of oneself Others: Being considerate of the needs and feelings of others, compliments suggestions, open-minded to the idea of peers, understands that everyone is unique and has different performance abilities Equipment: treats the equipment as if they had purchased it themselves, put things back where you found them, *students will pay for damages done to the materials
Responsible Behavior: Integrity:

1. Students are honest with themselves, to the teacher, and amongst their team mates
Caring:
2. Exemplifies personal/social character traits that reflect a positive atmosphere. 3. Shows considerate and concerned feeling towards team
Student Teachers:
1. 2. 3. 4. Students take on leadership roles within team Genuinely interested in the learning of others Wants class to succeed as a whole, selfless A way of Assessing (Check for Understanding with Partner)
Attitude: Participation:
1. The learner is motivated 2. Puts forth effort to complete the activities 3. Interested in activities
1. Activity Dice: This set of activity dice is a great way to keep the learners
who are out engaged in physical activity without interfering with the remaining class. The one dice contains the even numbers 2-12. The second dice consists of a variety of activities that can be performed a certain amount of times (the number rolled on your 1st dice). It has exercises such as Twists, Jumping Jacks, Sit-Ups, Push-Ups, Arm Circles, Windmills, etc 2. Quad Tag: Equipment Needed: whistle Safety Issues: Be sure to demonstrate your cooperative learning skills! Be respectful to members in your group and their physical limits. Description: The class is divided into groups of 4. Three people in that hold hands and form a circle. The fourth team member is on the outside of the circle attempting to tag a certain member of the group. The students take turns being on the outside of the circle. This is much harder than it sounds! 3. Musical Hula Hoops: Equipment Needed: hula hoops, dice Safety Issues: Be respectful of the equipment by reminding students they are not to step on or in the hula hoops until the music stops. Remind students to watch where they are running because of space restrictions in the gym. Remember that it is just a game, no pushing or shoving for the hoops! Description: The gymnasium floor is covered in scattered hula hoops. There is one less hula hoop laid out than the number of students, just like Musical Chairs. Students are to perform the skills called out by the Instructor. While the music is playing students are moving in a clockwise formation around the gym, once the music stops the students are to find a hula hoop and stand in it with both feet flat on the ground. One hula hoop is taken out every round. The students who are out are to play with the Activity Dice until we only have one hula hoop left. This gets pretty competitive! 4. Keep Away (Soccer or Floor Hockey) Equipment Needed: soccer balls, cones, hockey sticks, tennis balls Safety Issues: Remind learners to watch where they are kicking the ball. Remember the rules of Floor Hockey from the previous unit. Be aware of other students and do not kick them while playing this Description: Soccer
Half of the class is given a soccer ball and is practicing their offensive skills, while the other half of the class is working on defense. The goal of this activity is to steal the ball away from the offensive players while keeping the soccer balls within the coned off area. The students are to practice their dribbling skills. Floor Hockey: All students are given a hockey stick and half of the class receives a tennis ball as their puck. Without high sticking, students are to try and take the offenses puck away. If the ball goes outside the designated area, students are to practice dribbling on their own until the activity is completed. 4. Back to Back Tag: Equipment Needed: hula hoops, jump ropes Safety Issues: Remind students to watch where they are running and remembering to look behind them when running backwards or preparing to stop with a partner. Description: Two taggers attempt to get you out, similar to Freeze Tag; the only way to stay in the game is to get back to back with a friend when the taggers are approaching. If you and a friend are standing back to back, you are automatically safe and are given 5 seconds to get away. Once you are tagged and out, grab a jump rope or hula hoop which will be placed on the sidelines. 5. Amoeba Race Equipment Needed: cones Safety Issues: Remember that the team can only run as fast as the members inside the Amoeba. Be considerate and respectful of those lower leveled participants. Be careful not to trip over each other! Description: Half of the members of each team form a circle locking arms with their backs to the center of the circle. The other half are loose inside the circle or amoeba. On the Mystery Word signal, each team begins to run towards the finish line. The students inside the circle cannot come in contact with the students who are holding the outside of the circle together. All teams that finish without falling receive 5 points. 1st place =10, 2nd place = 9, and so forth.
6. Look, No Hands
Equipment Needed: cones, bean bags, tennis balls, hula hoops Safety Issues: Make sure students race according to the boundaries. Remind students to only take 1 item at a time. Dont over exceed your physical boundaries while participating in races. Description: The class is divided into 2 even teams each team having a crate filled with bean bags and tennis balls. The goal of the relay is to bring the entire crate of objects to the starting end of the gym. Students run, one at a time, to the one end of the gymnasium and pick out ONE item. Once they have chosen an item, they are to carry it back to the other end of the gym, placing it into their teams hula hoop, WITHOUT using their hands. Students may get creative and use ideas from their teammates. This is where it gets fun! 7. Hula Horses Equipment Needed: hula hoops Safety Issues: Remind the students that they signed a waiver of being respectful to teachers, peers, themselves, and equipment! They are to pay attention to the team members so they stop and switch safely! Description: The class is divided up into 2 teams. The first 2 participants on each team are to run down and back the gym. One student is IN and the other is OUT of the hoop. The student IN has their hands up and the child OUTSIDE can only run as fast as the IN student while holding it and switch!
Add On Warm - Up
3rd 5th Grade
Adelheid E. Plaumann
Grand Valley State University
Fall 2008
Time Needed
Instructional Sequence, Management, and Organization
Signals and Cues
5 10 minutes
Welcome, Roll Call, Overview of the Day: Today we will begin with our Add on warm up lesson and continue from there! You will vary your warm-up according to developmental and skill level The Warm-Ups will be written on the dry erase board. Students may complete them in any order, ending with the non-terminal activity. *This will have a star next to it! Lesson Focus: ReviewWe are going to stretch and warm up the body before todays lesson! Information, Input and/or Demonstration of SkillExamples While Standing: Warm Up: Cardio: Jumping Jacks (Using the X and I), High Knees, Twists, Jog in Place, etc. Head: Up, Down, Ear to shoulders(right, then left), looking right to left Neck: Circles, and reverse Shoulders: up and down, slow then fast Arms: One at a time, pulse backwards, reverse, then both arms together Arm circles Air Shakes Free swim(4 times) Stretch arms up one at a time, eyes follow Hips: Right, left (4 times) Figure eights Legs: Squats with kick, turn, air shakes Grapevines: with clap, left and right (8 times) Sit-Ups: Feet flat on the floor, up in the air, and knees bent at 90 degrees Push-Ups: Knees on the ground optional Stretching: Lunges: side to side Legs: Hamstring stretches, legs straight and bent Plies: center squat with arms swinging, hold on right and left, oblique stretch On Floor:
When you hear the Mystery Word (give example: Red) Give me a Thumbs up or Thumbs Down if you understand the directions! You may begin! Whistle for Grouping!
Legs: straight out, straddle, right, left, center Cross Overs: lay on your back bring your right knee up to your chest and bring it to the left, while looking to the right, then reverse Leg Circles: with knees to chest and then again with legs straight forward Hollywoods: cross bent leg over straight leg and eyes towards the back Back: flatten back and hollow out
Equipment StorageSound system Lesson Closure/ReviewGreat job girls and boys! Everyone looks ready to begin class now! Does anyone have any questions about the Warm-Up? Come prepared and ready to warm up again before the next lesson! Notes: Do not go beyond your physical limits when stretching! Check for Understanding by asking students questions regarding the Warm-Up, using the Thumbs Up/Down strategy Music will vary daily!
The warm-up will vary on a daily basis!* Example: Tuesday: 10 Push Ups, 15 Jumping Jacks, and 30 Arm Circles Thursday: 20 Shoulder Touches, 15 High Kneed, and 10 Wind Mills
Definition of Warm-Up Skills

Arm Circles: standing with feet together, arms out to the side with palms down,
circle arms forward simultaneously and then backwards (use different range of motion each time)
Bend and Stretch: hands on hips, feet slightly apart. Knees slightly bent, bend
forward at hips, keeping back flat and reaching for your toes. Holding for 10 seconds. Right, left, and down to the center.
Catching: Keep eyes on the ball, catch ball close to body at waist or shoulder
height, relax arms and give with the ball
Crab Walk: Assume a rear support position with hands directly under the
shoulders and fingers facing away from the feet. Walk forward or backwards moving your feet while lifting backside off the ground.
Crunch: Laying on a mat, bring hands by the ears, elbows out to the side
forming a 90-degree angle, lift head and shoulders off mat, squeezing your abdominals and return. Several Variations optional (Feet flat on the floor with knees bent or soles of feet up at the ceiling)
Jumping Jacks: jumping to a position with the legs spread wide and the hands
touching overhead and then returning to a position with the feet together and the arms at the sides, (Have your body make an X and then an I, use these as Cue Words) They can also try reverse Jumps (Star Jumps)
Push-Up: Place hands on the floor directly under the shoulders, lower the body
to the hands and lift up. This can be done lowering your knees to the ground or also adding a clap. (High five partner push-ups)
Twists: practice these slowly and then do them up to tempo, hands by your
ears, bring your opposite knee up and twist across the midline of your body
Wall Sit: stand with back flat against wall, lower your bodies until the knees are
over the toes in a 90-degre angle. Hold this position to work your lower body
Team Building is.
Respect Responsible Behavior
Following Directions
Cooperation
Communication Following Directions
Each of these is a Lesson in the Team Building Unit. They are flaps and under them is the definition of how you can portray the team building trait. Students will be given note cards and asked to place each scenario on the note card under the certain trait learned. These note cards will have Velcro on them and can be reused in a classroom as well.
References
Carpenter, Jeff. Elementary P.E. Teacher's Survivial Guide. West Nyack, NY: Parker Publishing Company, 1994. EMints National Center. 7 Dec. 2004. The Curators of the University of Missouri. 9 Sep. 2008 http://www.emints.org/ethemes/resources/bygrade.shtml. Krell Institute Inc. 2006. 9 Sep. 2008 http://www.krellinst.org/AiS/textbook/manual/plans/unit3/web.html Ortwerth, John. P.E. Curriculum Guide. Torrance, CA: Good Apple, Inc, 1984. Payne, Lauren M. A Leader's Guide to We Can Get Along. Minneapolis, MN : The Free Spirit Publishing Inc., 1997 Perrin, Linda. Discovering Life Skills. Peoria, IL: The McGraw-Hill Company, 2004. Repario Ltd. 2004. 13 Sep. 2008 http://www.buildingteams.com/teambuilding_activity/teambuilding_games/rive r_crossing.htm. Resource Manual for Sports Leaders: Cultural Awareness pgs. 92-101 http://www.sasksport.sk.ca/cis/pdf/cultural_awareness.pdf Steve, J. (1999). Promoting active and Healthy Lifestyles. http://www.pelinks4u.org/ Supporting and Defending Your Physical Education (n.d.). www.pecentral.org/professional/defending/defendingpemenu.html Youth Learn Initiative at EDC. 2003. Morino Institute. 9 Sep. 2008 www.youthlearn.org/learning/teaching/community.asp.
Resource Materials
The Wilderdom Store www.wilderdom.com/games/ The KIDS (Kids Interacting and Developing Support) Manual http://www.thereforyou.com/caregivers/resources/education-materials/kidsmanual.html Team building basics: A guide to getting going in the world of team building (James Neill, 2005, Wilderdom) Does team-building make business sense? (Stuff.co.nz, 14 April, 2005, New Zealand) The use of the Myers-Briggs type indicator for team building in schools. Wethayanugoon., Apinun Education; Winter94, Vol. 115 Issue 2, p258, 2p
School Support Teams: Building State Capacity for Improving Schools. Billig, Shelley H. Perry, Suzanne Pokomy, Nancy Journal of Education for Students Placed at Risk; 1999, Vol. 4 Issue 3, p231, 10p
The effect of a team building program on the self-conceptions of grade 6 and 7 physical education Ebbeck, Vicki Gibbons, Sandra L. Journal of Sport & Exercise Psychology; Sep98, Vol. 20 Issue 3, p300, 11p, 1 chart NAICS/Industry Codes61162 Sports and Recreation Instruction
What is Team Building? By James Neil team building is...achieved by a variety of methods and approaches team building is...the process of enabling that group of people to reach their goal team building is...a big subject with more definitions than we have room to list team building is...an ongoing process that helps a work group evolve into a cohesive unit team building is...an intervention to help a group of people quickly become an effective team and remain effective team building is...like coaching but for a group team building is...not the most difficult process in the world but a correct program is one of the most rewarding team building is...an active process by which a group of individuals with a common purpose are focused and aligned to achieve a specific task or set of outcomes team building is...an effort in which a team studies its process of working together team building is...designed to improve productivity and enjoy doing it team building is...an intervention specifically designed to improve a company's organizational effectiveness team building is...to foster personal growth team building is...a tool for improving employee motivation team building is...to allow people to move past the barriers that they hold to team building is...not a "catch phrase" or another fad by which to raise sales of books team building is...a skill; any skill must be practiced to be mastered team building is...not just a crisis activity but a healthy development tool for good teams
team building is...an art that overcomes the differences in style team building is...ideal for people who must work well with others to meet the goals of the organization team building is...to help your team be more effective team building is...a task that does not come easily to all people team building is...to increase the ability of a group to work together as a team by identifying strengths and areas for improvement team building is...not an exact science but a cast of finding the best strategies available to bring out the potential in your team team building is...a process in which a work group examines how it is currently operating team building is...a proven way to help develop or strengthen your biggest asset team building is...an ongoing process team building is...the ability to create a sense of belonging and ownership among team members team building is...an excellent source of information for coaches team building is...a process that allows team members to understand the nature of group dynamics in regards to effective teamwork team building is...an excellent way of boosting corporate staff morale and improve group dynamics and communication team building is...getting people together in a stimulating learning environment team building is...an exciting concept because it is the basis of success for organizations team building is...for a leader to promote that every human being is unique and that he or she adds value team building is...exciting and challenging and has almost unlimited possibilities because human potential is almost unlimited team building is...a must for every company with a vision to grow team building is...a group process team building is...a good way of creating partnership in small groups; it can take the form of renegotiating the relationship between boss and
subordinate team building is...designed to motivate people through shared goals team building is...about synergy team building is...not just teaching a group of people to cooperate team building is...clear when individuals are involved in the decision to proceed team building is...an integral part of soccer training in the modern game team building is...like the paperback novels that get new covers and are put back on the shelves again team building is...an essential component for organizational success team building is...a popular corporate activity at historic houses
Edited, based on analysis conducted using www.googlism.com, 2005
Team Building Quotes

We are most effective as a team when we compliment each other without embarrassment and disagree without fear. - Unknown
Last updated:
Coming together is a beginning. Keeping together is progress. Working together is success. - Henry Ford
Teamwork doesnt tolerate the inconvenience of distance. - Unknown
Michael, if you cant pass, you cant play. - Coach Dean Smith to Michael Jordan in his freshman year
We must all hang together, or assuredly, we shall all hang separately. - Benjamin Franklin
A single arrow is easily broken, but not ten in a bundle. A group is a bunch of people in an Japanese proverb elevator. A team is also a bunch of people in an elevator, but the It is amazing how much people elevator is broken! get done if they do not worry Bonnie Edelstein about who gets the credit. Swahili proverb A boat doesnt go forward if each one is rowing their own way. There is not I in Teamwork. Swahili proverb - Unknown Wearing the same shirts doesnt make a team. - Buchholz and Roth No one can whistle a symphony. It takes an orchestra to play it. - H.E. Luccock You don't get harmony when everybody sings the same note. Doug Floyd Wild ducks make a lot of noise, but they also have the sense to benefit from occasionally flying in formation. - Unknown It is amazing how much you can accomplish when it doesnt matter who gets the credit. - Unknown Teamwork divides the task and double the success.
The ratio of Wes to Is is the best indicator of the development of a team. - Lewis B. Ergen
A team is more than a collection A championship team is a team of people. It is a process of give of champions. and take. - Unknown - Barbara Glacel & Emile Robert Jr. Teamwork: Simply stated, it is less me and more we. The basic building block of good - Unknown teambuilding is for a leader to promote the feeling that every human being is unique and adds Teamwork is the fuel that value. allows common people to - Unknown attain uncommon results. - Unknown Talent wins games, but teamwork and intelligence wins Teams share the burden and championships. divide the grief.
- Doug Smith
- Michael Jordan None of us is as smart as all of us. - Ken Blanchard No man is wise enough by himself. Plautus Interdependent people combine their own efforts with the efforts of others to achieve their greatest success. Stephen Covey
- Unknown None of us, including me, ever do great things. But we can all do small things, with great love, and together we can do something wonderful. Mother Teresa Overcoming barriers to performance is how groups become teams. -
Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has. - Margaret Mead
One man can be a crucial ingredient on a team, but one man cannot make a team. Kareem Abdul-Jabbor
It is better to have one person working with you than three people working for you. Dwight D. Eisenhower
A major reason capable people fail to advance is that they dont work well with their colleagues. Lee Iacocca
Light is the task where many share the toil. Homer
No member of a crew is praised for the rugged individuality of his rowing. Ralph Waldo Emerson
What we need to do is learn to work in the system, by which I mean that everybody, every team, every platform, every division, every component is there not for individual competitive profit or recognition, but for
Teamplayer: Once who unites others toward a shared destiny through sharing information and If you dont kick things around ideas, empowering others and with people, you are out of it. developing trust. Nobody, I always say, can be anybody without somebody being - Dennis Kinlaw around. John Wheeler We trained hard, but it seemed every time we were beginning to In teamwork, silence isnt golden, form up into teams, we would be reorganized. I was to learn its deadly. later in life that we tend to meet Mark Sanborn any new situation by When a team outgrows individual reorganizing and a wonderful method it can be for creating performance and learns team confidence, excellence becomes a the illusion of progress while producing confusion, inefficiency reality. and demoralization. - Joe Paterno Petronii Arbitri Satyricon AD 66 A group becomes a team when There are few, if any, jobs in each member is sure enough of which ability alone is sufficient. himself and his contribution to Needed, also, are loyalty, praise the skill of the others. sincerity, enthusiasm and team - Norman S Hidle play. William B. Given, Jr. All of us, at certain moments of our lives, need to take advice and to receive help from other people. Build for your team a feeling of oneness, of dependence on one
contribution to the system as a Alexis Carrel, Reflections on Li whole on a win-win basis. W. Edward Deming The greatest danger a team faces isnt that it wont become The way a team plays as a successful, but that it will, and whole determines its success. then cease to improve. You may have the greatest Mark Sanborn bunch of individual stars in the world, but if they dont play Were going to turn this team together, the club wont be around 360 degrees. worth a dime. Jason Kidd Babe Ruth
another and of strength to be derived by unity. Vince Lombardi Individual commitment to a group effort, that is what makes a team work, a company work, a society work, a civilization work. Vince Lombardi Its easy to get good players. Getting them to play together, thats the hard part. Casey Stengel

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Team Building Unit Plan

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Team Building

TEAM BUILDING UNIT TABLE OF CONTENT: SECTION: PAGE #:

UNIT CONTEXTUAL INFORMATION

UNIT TOPIC: Team Building GRADE: 3rd-5th Weeks:

Time Req: 35 min.

Michigan Content Standards Addressed By This Unit: NASPE

Goals for the Unit:

Unit Objectives to be taught in this lesson: Psychomotor:

Facility set-up Diagram:

Safety/Liability Issues/ Concerns:

Notes, Comments, Reflection:

Block Plan Calendar Team Building Unit

Communication Keys INTRODUCTION OF Why communicating UNIT is so important

Following Directions and how that can help you

Practice Applied Activity Closure

Team Building Unit

NASPE Standard, GLECs

Applied Activity Closure

Team Building Unit

Lesson Focus Review Teach Practice Applied Activity Closure

Team Building Unit

GLECs Fitness Activity Lesson Focus

B.PS.07.02 K.SB.07.01 K.PS.07.02 Jump Rope Respect

B.PS.07.02 K.SB.07.01 K.PS.07.02 Start routines Responsible Behavior

Teach Practice Applied Activity Closure

Team Building Unit

Practice Applied Activity Closure

Communication with blind fold Mine Field

Team Building Unit

B.PS.07.02 B.PS.06.02 K.SB.07.01 K.PS.07.02 None Responsible Behavior

Following Directions, Communication, Sportsmanship, Cooperation, Respect None

Review Teach Practice

Team Scavenger hunt

Team Building Assessment Plan

Name:__________________ Date:__________ What did I learn about TEAM BUILDING?

_______________________________________ ___________________________________________ ___________________________________________

_________________ _________________ _________________

Effort to practice daily concepts

Based on Individua l Ability Level

Honesty with themselves, peers, and teacher

Shows consideratio n character reflects positive traits

Understanding Skills Typical (out of 10) (out of 10)

*Responsible Behavior (Integrity)(50)

*Responsible Behavior (Caring)(50)

Total Point (out of 120

Effort to practice daily concepts

Based on Individua l Ability Level

Understanding Skills Typical (out of 10) (out of 10)

*Following Directions (100)

Total Point (out of 120

Effort to practice daily concepts

Based on Individua l Ability Level

Understanding Skills Typical (out of 10) (out of 10)

Total Point (out of 120

Effort to practice daily concepts

Based on Individua l Ability Level

Encourages, creates positive environment, Focus on performance rather than winning!

Understanding Skills Typical (out of 10) (out of 10)

Total Point (out of 120

Effort to practice daily concepts

Based on Individua l Ability Level

Understanding Skills Typical (out of 10) (out of 10)

Total Point (out of 120

Name:________ Date: What did I learn about TEAM BUILDING?

_________________ _ _______________________

_________ _ _________