ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate:  Nicolette Hourihan Date Taught:  March 31, 2022

Cooperating  Ms. Lamogda School / District:  Academy for

Teacher: Discovery at
Lakewood

Grade:  7th Field Supervisor: Ms. Dunn

Unit / Subject:  Physical Education

Lesson Title / Focus:  Cooperative Games

PLANNING AND PREPARATION

Content Knowledge
Students will build upon their prior knowledge of cooperative games and the importance it has in
translating to everyday life. Students will have the opportunity to build upon cooperative skills
when it comes to taking turns, sharing and working together. Students will each be given the
opportunity to demonstrate their sportsmanship and establish rules and guidelines appropriate to
the activities. This lesson was developed and based to the standards of the VA SOLS and
SHAPE AMERICA standards. All activities and content are consistent with expectations of 9th
grade students.

Learner Differences
Students who have a language barrier would be able to examine pictures to understand the rules
and functionality of the sport of Handball. Students will have the opportunity to learn about
cooperative games and will be able to observe or partner up with students who have and work
alongside them in their group. Affective and social skills are necessary for collaborating with
each other during activities. All learners will also have the chance to build on skills they may or
may not have. This will allow all students to progress on all levels throughout the lesson.

Outcomes/Goals
Psychomotor: SWBAT execute a proper throw to a teammate 3 times out of 5 aligning with the
techniques and rules of handball.
Cognitive: SWBAT identify 3 rules of handball 100% of the time.
Affective: SWBAT explain to their peers 80% of the time how communication promotes
positive teamwork in the sport of handball.
Standards
VA SOLS

7.1 The student will demonstrate competence and apply movement concepts in modified
versions of various game/sport, rhythmic, dance, lifetime, and recreational activities.
a) Demonstrate and apply developmentally appropriate movement forms and skill
combinations competently in a variety of cooperative and tactical activities that include
dynamic and unpredictable situations.
b) Demonstrate offensive and defensive strategies and tactics, including creating open
space, skilled movement, speed, accuracy, and selection of appropriate skills/tactics to
gain an offensive or defensive advantage through modified games/sports.
7.4 The student will demonstrate and apply skills to work independently and with others in
physical activity settings.
a) Apply safety procedures, rules, and appropriate etiquette in physical activity settings by
self-officiating modified physical activities/games.
b) Create guidelines and demonstrate how to solve problems and resolve conflicts in
activity settings.
c) Explain the importance of cooperating with classmates, and demonstrate supportive
behaviors that promote feelings of inclusion and safety of others.
e) Demonstrate effective communication skills by providing feedback to a peer, using
appropriate tone, and other communication skills.
f) Identify positive mental and emotional aspects of participating in a variety of
physical activities.
g) Describe how participation in physical activities creates enjoyment, reduces stress,
and improves mental and emotional wellness.
h) Identify specific safety concerns associated with at least one activity that includes
rules, equipment, and etiquette.

S.H.A.P.E.
Standard 1: The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns

Standard 2: The physically literate individual applies knowledge of concepts, principles,

strategies and tactics related to movement and performance

Standard 4: The physically literate individual exhibits responsible personal and social behavior
that respects self and others

Resources and Materials

● Gator balls ● agility cones
● pinnies ● Handball goals
● cones ● bean bags
Technology
A phone and bluetooth speaker will be used to play music during activities.

INSTRUCTIONAL DELIVERY
Learning Environment
The environment will be welcoming and inviting for all types of curiosity, inquiry, and
collaboration. The entirety of the lesson will take place in the gymnasium. The instant activity
will start with the students being in groups of 5, these smaller groups will help the students be
able to communicate in smaller groups more effectively. The first main activity will take place in
stations to assist in the proper flow of the class, and they will be able to work in smaller groups
to have more time to focus on each individual concept of Handball. Small groups will be used in
the second activity as well to help with teamwork in a smaller setting. The last activity will be a
culminating activity of the two prior activities. The students will have the opportunity to play a
“full” game of Handball. The teachers will walk around during all activities providing feedback
to techniques and methods throughout the entirety of the lesson.

Introduction/Activating Strategies

3,2,1 Ups (Instant Activity) (5 minutes)

Students will split up into groups of 5 (using mingle mingle). The purpose of this game is to
work on effective communication skills with members of a team.

The group of students will have 1 bean bag to start, on “3,2,1 Ups” a student in the group will
throw the beanbag in the air and a different student will have to catch the bean bag. Next the
group will add another bean bag. On “3,2,1 Ups” now the 2 students will throw the bean bags in
the air and 2 different students will need to catch the beanbags. Then 3 beans… so on and so
forth. To make this easier to identify you could give each student a different color bean bag or
even each student could have a different item (i.e. gatorskin ball, tennis ball, rubber chicken…).

Introduction: (2 minutes)
Greet the class. Ask them if they can give some examples of how they use cooperation in the
instant activity. How does this improve or hinder their ability to work as a team? I will introduce
to them the purpose of a cooperative game and ask if they can think of any games that come to
mind. This will help me connect communication and teamwork into the lesson. At this point I
can introduce the learning targets, “After today’s class I will be able to throw a ball to my partner
successfully 3 out of 5 times in accordance to the rules of handball, I will be able to list three
rules of handball, and I will be able to explain to my friends the importance of proper
communication in order to promote teamwork.”

At this point we can begin the transition into the first group activity.

Instructional Strategies

Stations (2 minutes per station) (8 in total)

Using mingle mingle students will separate into 3 groups of 3 and one group of four. These are
the groups they will be doing the stations with.

Dribbling- This station will have agility cones spaced out in about a 20 foot line. Students will
need to dribble the gatorskin ball while weaving in and out of the cones all the way down to one
end and then the next person in the group will go.
Passing- This station will work on throwing to a stationary partner. For the groups of three they
can throw in a triangle formation. The group of four can split into two sets of partners. The goal
of this station is for the students to make good throws to their partner (aiming around the chest)
so it is easy for them to catch the ball.
Passing on the move- This station is to give the students a chance to practice throwing to a
partner on the move. Students can choose to throw from dribbling, running a weave drill, or
running parallel to a partner and passing the ball that way.
Shooting- This station will have one player set up in the goal as a goalie and give the students a
chance to practice shooting on a goal with a defender in place. Students will rotate the thrower
and goalie each time a student takes a shot.

At the end of the drill we will have students clean up the items of the station that they end at.

2v1 (5 minutes)
To focus on defense

Students will be in a group of 3. Two people will first start on offense with one defender. The
two offenders will try and get by the defender while still keeping in mind the rules of handball,
such as not holding the ball for more than 5 seconds and not taking more than 3 steps. After
either the offenders get by the defender or the defender stops the offenders, the defender will
rotate to become an offender and one of the offenders will rotate to defense.

Handball (12 minutes)

Full court

Students will split up into two groups. (If the numbers allow it will be 7 players per team plus
one goalie for each team. If the numbers do not allow for it teams will be split up as evenly as
possible) The basketball keys will be the scoring areas which will be displayed using cones so
students know the area. The only person allowed in the scoring area is the goalie no one else may
go into the scoring area. The goal of the game is to score on the other opponent's goal. One goal
scored counts for one point.

Players who have the ball are allowed to take up to three steps, after that they may pivot but may
not hold the ball for more than 5 seconds. They must then pass or shoot. If a player breaks any of
these rules, the game is stopped, the player places the ball on the ground and an opposing player
from the other team picks up the ball and game play is then resumed. Players are not allowed to
kick the ball, it must be passed or shot on goal. Players are allowed to try and take the ball from
the opponents, however no body contact is allowed.

The winner is whichever team has scored the most goals at the end of the duration of the game.

Closure  (3 minutes)

Gather students in a half-circle and go over what looked good during the lesson and what could
have been improved and ask for their input on it. For example, I will ask them to reiterate what
makes a team successful and what a cooperative team must have to ensure their success. I will
ask them how they may use cooperativeness in their everyday life and how the skills we
use/learn in physical education are skills used everywhere. Wrap everything together and dismiss
the students.

Differentiation
Since we are breaking down the game of handball into the individual parts we could walk
students through the stations and movements if they are having difficulty executing them. We
can also supply pictures to help them visualize the movements. Lastly we can be there to supply
individual feedback and help modify their actions to make the individual movements easier.

For example if a student is in a wheelchair, they will be allowed to move themselves forward 3
rotations of their wheels. Another modification would be if a student has limited mobility of their
arms and are unable to throw or dribble the ball, they are allowed to hand the ball off to their
teammate.

Assessment:
Psychomotor: this skill will be assessed using a skills test; students will be presented with 5
opportunities to make 3 successful passes to a teammate staying within the lines of the rules of
Handball.

Cognitive: this will be assessed using an exit ticket; students will be presented with a prompt
that says “List 3 of the rules of handball.” This will be a fill in the blank exit ticket and it will be
pass or fail.

Affective: this will be a peer assessment; the students will need to turn to a partner and explain
how successful communication promotes positive teamwork during handball.

PROFESSIONAL LEARNING

Reflection
Both teachers will answer the questions below separately. After both have answered questions
we will come together to discuss and reflect on their answers together.

What went smoothly throughout the lesson?

What caused problems during transitions (if any)?
What can we do differently next time?
What did we like about the lesson and how it was executed?