Drs. Killick. Tiger P.R.I.D.

E: Unit 1: Lesson 1: Co-operative Learning

1
GRADE LEVEL: 4rd Grade
CLASS SIZE: 22 students
LESSON LENGTH: 30 minutes
UNIT: Space Awareness
LESSON #: 2 of 2
LESSON FOCUS: Spatial awareness, personal space, general
space, high-medium-low levels, following
directions
PREVIOUSLY LEARNT SKILLS: high-medium-low levels
FACILITITES: Blacktop/Grass
EQUIPMENT: Polyspots for cars
Hula Hoop for each student
Whistle

































Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform locomotor skills like skipping, sliding, galloping,
walking at all levels (low, medium, high) in order to make their way into general space
and into personal space.

Cognitive: SWBAT discuss the strategies they implemented as individuals and/or
teammates to accomplish the task of respecting other students personal space and
making it to the other side by maintaining good personal space. SWBAT to discuss
strategies they used at conclusion of the activity and explain at least 1 benefit of
maintaining personal space to accomplish a task(s). Key words for 4th grade students:
personal space, general space, awareness.

Affective: SWBAT include individual and/or teamwork and space awareness concepts
in this lesson in order to effectively accomplish the task(s). Effective space awareness
traits can include: smiling, high-fives, positive dialogue, encouragement, positive
feedback for strategies to maintain personal space.

Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.

Instant Activity: Dont dent the door 5 Minutes
Time: 1 minute

On the blacktop or grass area mark off a large rectangle space for the students to move
about (cones). Have students line up on one side of the rectangle. The students will have a
polyspot for a steering wheel that serves as their car. They will move on green light, slow
down on yellow light, and stop/freeze on red light. Students will be moving in different
levels at different speeds based on directions given by the teacher. Students will be asked to
open their doors (reach out their hands) and if they can touch one of their peers, they
dented their door and must go back to start over. Teacher can have students open the left
door, right door, or both doors. Main objective = affective. Feedback statements = re:
Affective SLO.
Time: 4 minutes.


Drs. Killick. Tiger P.R.I.D.E: Unit 1: Lesson 1: Co-operative Learning
2
Body of Session: Cooperative Learning/Problem Solving: 21 minutes

Activity
#1
Ring of Fire
Time 21 minutes
Set up


O O O O O
O O
O X X X X O
O X X X X X O
O X X X X O
O X X X X O
O O
O O O O O
O= Hula Hoops
X= Students
Time Activity/COTS Refinement Organization
1 min. Demo: Students will have a
polyspot to serve as their car,
The class will be in the middle of
the circle of hula hoops and will
perform a series of locomotor
skills in the middle. When the
teacher says stop, students will
stop. When the teacher says park
your car, students will put their
polyspots down and make their
way to the center of a hula hoop
for protection because the car
might explode.
Locomotor skills:
skipping, jogging,
walking, waddling
(duck walk), sliding,
galloping

Height Levels: high,
medium, low

Speeds: fast, medium
slow



Semi-circle

2 min. Explain to students that they have
to be aware of their own personal
space, others personal space, and
general space. Students will work
together to not bump into each
other through each task.
Key Words:
Personal space
General space
Awareness
Look at each other
Semi-circle
around teacher
2 min.
30 sec
Students practicing Teacher movement:
reinforce Affective
objective
General
activity space
30 sec Refinement: remind students to
keep their personal space and not
get in the personal space of others
Reinforcing Affective
objective
Students in
General Space
Drs. Killick. Tiger P.R.I.D.E: Unit 1: Lesson 1: Co-operative Learning
3
4 min. Students practicing Teacher movement:
reinforce Affective
objective
Students in
General Space
2 min Transition/Re-group: quick
discussion about the strategies you
saw as students were maintaining
personal space while performing
various tasks. Start to remove hula
hoops 1 at a time to have students
share their hula hoop space.
Semi-circle
4 min. Students practicing different
locomotor skills and different
pathways in general space and
returning back and forth from
personal space(hula hoops)
Reinforce Affective
objective and Use
Key Words, personal
space, awareness,
general space, work
together, listen
Whole class in
GS

4 min Make the general space smaller by
putting hula hoops closer
Reinforce Affective
objective
3-5 groups
1 min Equipment Pick Up: as a team
collect equipment from a station
and place together in a designated
equipment area.








Closure: 4 minutes

Class reviews what skills we learned today: personal space, general space, space
awareness, key terms
Time: 2 minutes.
Class discusses strategies to keep good personal space and what happened as there
were less hula hoops and the space got smaller.
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.
Assessment:

In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?