Unit Title: Deinhibitizers and Cooperative Learning

Teacher Name Victor Celaya Date 08/14/17-08/18/17

Grade/Class: 8th grade

Space Needed:

A soccer field with a minimum of two trees or posts and a bench

California State Model Content Standards to be Addressed

1.4, 2.1, 2.4, 5.2, 5.4, 5.5, 5.7

California Teacher Performance Expectations Addressed

TPE 1c, TPE 2c, TPE 4a, TPE 5a & 5e, TPE 7e, TPE 8f

Equipment Needed:

Prepared name tags, spools of yarn, a bench, foam balls, blind folds, large exercise balls, hula hoops,
pool noodles, a speaker and device with music, white board, markers and eraser

Provisions for Students with a Disability:

A student is present in the class who is on the autism spectrum, specifically diagnosed with Asperger’s
Syndrome. For this student additional time will be provided to complete obstacle courses and other
social/ cooperative activities. This student will also have the option to participate in class discussion
through writing or visual demonstration as opposed to the traditional wait and talk approach.

Unit Objectives:

Psychomotor

Learners will demonstrate proper form in manipulating objects in space within small groups using non-
traditional means. Students will apply their sense of spatial awareness to navigate various obstacles.

How assessed:

1) Gross Motor Function Measure: Students will be evaluated on a scale based upon their ability to
complete a task within established parameters:
 • Scored: 4-point grading scale:
o 0= does not initiate
o 1= initiates or partially completes task with poor form
o 2= partially completes task with proper form
o 3= completes task with proper form.

2) Spatial Awareness Measure:

• Students will be evaluated with points awarded for milestones:

o +2 point: Student successfully avoids obstacles without visual aid, Student completes
tasks without visual aid
o +1 point: Student successfully avoids obstacles with brief visual aid (i.e. a glance over
their shoulder or a peak under their blindfold), Student completes tasks with brief visual
aid
o 0 points- Student does not avoid obstacles, student does not complete tasks
successfully
o -1 point student uses excessive visual aid (i.e. watching throughout the entire activity) to
avoid obstacles and complete tasks.
o The above scores are to be averaged at the end of the unit.

Cognitive:

Learners will learn to assess their body in space. Learners will examine the nature of group cooperation
and define the role of the individual in the context of a group. Learners will identify how the unique
contributions of each member contribute toward an established mutual goal. Learners will apply the
principles of the scientific method toward short term class objectives and goals involving object
manipulation and spatial awareness.

How assessed:

Students will be given the following quizzes to check for understanding related to the above stated
goals:

*These are example quizzes that are intended for the beginning of the unit and middle of the unit.

Quiz 1:

1) The point of deinhibitizers is to:

A) Make the class uncomfortable, B) Build cardiovascular endurance,

C) Make the class comfortable with interacting together, D) Build muscular strength

2) Cooperative learning…:

A) Involves groups working together toward a learning goal B) Is when students teach the
teacher
 C) Is not practical in a PE class D) Involves individual students working independently toward a
learning goal

3) The first step of the scientific method is:

A) To make an observation B) To ask a question

C) To perform an experiment D) To form a hypothesis

Quiz 2:

1) Spatial awareness is defined as:

A) A general knowledge of the cosmos, B) A sense of ones body position in space

C) A week devoted to talking about personal space, D) A specific knowledge of the cosmos

2) In a group context, and individual is:

A) Relatively unimportant to the outcomes of the group B) not required to contribute to a group

C) Only important when they are good at the class activity, D) Important to the functioning and
outcomes of the group

3) The scientific method is arranges in the following order:

A) Make an observation, ask a question, form a hypothesis, test the hypothesis, record and
analyze results, present and discuss results,

B) Ask a question, form a hypothesis, make an observation, test the hypothesis, present and
discuss results, record and analyze results

C) Form a hypothesis, record and analyze results, test the hypothesis, make an observation, ask
a question, present and discuss results

D) Test the hypothesis, record and analyze results, ask a question, present and discuss results,
form a hypothesis, make an observation

Affective:

Learners will develop and model an environment in which individuals are identified as contributors to
the group and their unique qualities and talents are identified and acknowledged by the class. Learners
will draw conclusions about their individual contributions to a group or their potential insecurities
through introspection and reflection.

How assessed: Students will respond once at the beginning of the unit and once at the end of the unit to
the following questionnaire (responses recorded on scale of 1-5, with 1 being strongly disagree and 5
being strongly agree):
1) I feel comfortable contributing my thoughts to this group.

2) I feel that my unique talents and qualities are acknowledged by my peers.

3) I am ready to verbally acknowledge observed contributions from my peers.

4) I am ready to verbally acknowledge the unique talents of my peers.

5) Reflection prompt: What are the contributions that you feel you can provide to the group to assist in
class activities?

6) Reflection prompt: What factors do I feel hold me back from contributing my unique talents and
qualities to the group.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope

This unit functions as a class deinhibitizer and prepares students to approach this class from a mindset
of support and inclusiveness of all individuals in the class regardless of skill level. Further it introduces
each member in the class and specifically requires students to look for contributions of group members,
identify those contributions, and reward their peers by name. This unit also lays the groundwork for
complex group organization and cooperation through each lesson. All of the above stated factors are
justified by standards 5.2, 5.4, 5.5, and 5.7. Outside of pure socialization, this unit assesses spatial
awareness and object manipulation in students which is justified by standard 1.4

Sequence:

Skill objective Basic Intermediate Advanced

1) Students 1)Perform 1) Throwing/ 1) Throwing/
manipulate objects overhand throw Receiving Receiving
of small objects multiple small multiple small
objects in rapid objects in rapid
2) Receive
succession succession while
objects thrown
noting the order
in hands without 3) Students
objects were
dropping the begin
received and
object manipulating
actively
large objects
reversing the
with tools other
order at the end
than their hands
of a sequence

2) Manipulating
large objects in
nontraditional
ways and
consistently
reaching object
movement goals
(distance/time
taken, etc)

2) Students learn 1) Students refer 1) Students do 1) Students refer

the names of their to nametags and not refer to to their peers by
peers avoid pronouns, nametags and name while
opting for name address peers by under pressure
use instead first name every (time limit, fast
time paced object
manipulation,
noise
distraction, etc)

3) Students 1) Students 2) Students 1) Students

develop an address group define roles for identify and
understanding of members by individual group acknowledge
group work and name and members and the individual
participation identify goal of approach goal contributions of
toward a common activity achievement each of their
goal through group members
planning and reinforce
the strengths of
each member
 regardless of
initial skill level

2) Students
demonstrate
understanding
of common goal
and clearly
define a plan to
reach the goal
using the earlier
identified
individual
contributions

4) Students 1) Identify width 1) Manipulate 1) Strategize

develop spatial and height of body in space specific
awareness body in relation while movement
to objects in the constrained to a patterns in
foreground/ specific body response to
obstacles position or in visual
contact with assessment of
2) Visually
other bodies spatial
navigate
requirements
obstacles 2) Navigate
and body
obstacles with
constraints/
limited visibility
dimensions
(occasional
visibility) using 2) Navigate
tactile senses obstacles with
and verbal cues no reliance on
visibility; move
solely in
response to
tactile feedback
and auditory
cues
 Unit Block Plan

Name of Unit Deinhibitizers and Cooperative Learning____________________________________

Monday Tuesday Wednesday Thursday Friday

08/14/17 08/15/17 08/16/17 08/17/17 08/18/17

Icebreaker Activities: Yarn spool passed in circle Electric fence activity- Mystery puzzle race- In Culminating activity:
to create links between Students must clear a small teams students seek Name game passing
Name game passing single
each student and their horizontal string of yarn out cones of various multiple foam balls to
foam ball to passing
goals for this year tied at an angle between colors with task cards on classmates without
multiple foam balls
two posts while staying in them and attempt to assistance of nametags
contact complete all tasks from
Human knot in small each cone while also
Walking across field using writing down a sport
groups Blindfolded obstacle
“unique” movements vocabulary word, in the
Transport an exercise ball courses- In groups of four,
through obstacles in a end students try to figure students attempt to lead
Class arranges into small group using only out what sport is a group member through
alphabetical order while pool noodles represented by the words. an obstacle course of
Standards: 1.4, 5.7 standing on bench cones while blindfolded
using only rhythm sticks
Standards: 1.4, 2.1, 5.2, Standards: 2.1, 2.4, 5.2, to create noise for the
Standards: 1.4, 5.2, 5.4, 5.4 5.4, 5.7 blindfolded team member
5.5 to follow. Each student of
each group attempts the
obstacle course with time
recorded.

Standards: 1.4, 2.1, 5.2,

5.5. 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 08/17/17

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 2.4, 5.2, 5.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA 7- Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 1c, TPE 4a

UNIT / THEME: Deinhibitizers and Cooperative Learning ACTIVITY: Mystery puzzle race

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Convergent Discovery GRADE: 8th grade LESSON #4 OF 5

EQUIPMENT AND FACILITIES: 55 polyspots, 35 cones, 1 stopwatch, 1 speaker, 1 white board, and dry erase marker with erasers; Soccer field

NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
2.1- Describe and demonstrate how movement skills learned in one physical
activity can be

transferred and used to help learn another physical activity

2.4- Identify the characteristics of a highly skilled performance for the purpose of
improving

one’s own performance.

Students will use spatial awareness to proficiently space their group out and
complete exercises and tasks required by task cards.

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

5.2- Organize and work cooperatively with a group to achieve the goals of the
group.

Students will demonstrate competent knowledge of group work and basic

exercises to solve a sport terminology puzzle.

3. CA PE Standards (Affective):
Affective Domain Objectives:

5.4- Identify the contributions of members of a group or team and reward

members for accomplishing a task or goal.

5.7- Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.
 Students will reflect on their experiences with group work and identify specific,
positive contributions made by their group members to solve the sport
Time MANAGEMENT CUE WORDS / PROMPTS
terminology puzzle.
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
should have a defined understand the content?
Sequence of Skill Development / Practice management strategy. This can
be described and/or illustrated.

(In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the
following lesson components.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

9:55- Lesson Components Transition to learning area

9:56 Transition to learning area
(Lesson does not necessarily have to follow this order specifically): • Poly spots are
prearranged in 6 • “Hustle”
• Transition to Learning Area rows of 10 and
o Students will go to preassigned poly spots in 6 rows of 10 and • “I’m counting down
students have from 10 and you’d
sit in a comfortable seated position designated spots. better beat me!”
Count down from 10
will be used to
facilitate a speedy
transition
 Introduction

• The explanation of
the activity will be
pre-written on the
board to supplement Introduction
the spoken version.
9:56- • “Remember to hold
10:06 questions to the end
• Introduction • Off-task students will of the explanation”
o Students will have the activity of the day explained to them as be called on to • “Be ready to move,
follows: explain instructions all tasks require
1. Mystery Puzzle race: Students will be divided into 9 movement!”
groups of 6 and start at a designated coned area. There • Proximity will also be • “Don’t forget to
will be an index card with a vocabulary word relating to used to keep students write down the
a specific sport on it and a specific task for the group to on task vocabulary on the
perform. Tasks are exercises that focus on either task cards to solve
cardiovascular fitness, muscular strength, muscular the puzzle”
fitness, flexibility, partner work, or a combination of the
above aspects. Once students complete their task they
must write the sport vocabulary word on their task card
and proceed to another coned are with a task. There
will be 20 coned areas. Two teams cannot occupy the
same space at the same time and teams are not allowed
to wait for a task to become available. The winning Warm up
team is the team that can complete all 20 task cards and
use the vocabulary words to determine what sport is • Warm up will be lead
being referenced. by the instructor in
the front of the class
• Students will be
• Warm up observed for form
o Students will perform the following exercises in 15 second and engagement Warm up
intervals: • “I want to see
▪ Large forward arm circles engagement, you will
 ▪ Large backward arm circles stand out if you are
▪ Small forward arm circles not engaged”
▪ Small backward arm circles
▪ March in place
▪ Jog in place
10:06- ▪ Jumping Jacks
10:16
Transition
• Transition
o Students will break into preassigned groups and proceed to a • A countdown from
coned area. Each group will select a group name and a reporter 10 will be used to
who will record the vocabulary words on the task sheet. facilitate a speedy
transition. If groups
fail to choose a
reporter they will
have one assigned.
Transition

• “A reporter is a
group role that
documents the tasks
Activity and vocabulary”

• Instructor will rotate

between coned areas
frequently and offer
10:16-
• Activity: Mystery Puzzle Race specific corrective
10:17 o Tasks at each station are denoted as such feedback where
1. Perform 3 sets of 10 crunches as diagrammed below: needed
Back flat on floor, arms behind head to support (not • A swiveling head and
pull) on neck, knees bent, chest and shoulders elevate posture will be used
off the ground for each rep. Vocabulary: goal to monitor student
2. Perform 2 intervals of 30 seconds of “wacky jacks”: engagement. Activity
Standing with legs shoulder width apart and arms open
 with hands on head, vigorously crunch arms and hips • Coned areas are • “I need to see form
together. Vocabulary: Backhand throw arranged in a large as explained on the
3. Perform 2 30 second intervals of plank position. circle. task card, if I do not
Vocabulary: Forehand throw • Students who are off your team will
4. Perform 3 sets of 10 bicycle crunches. Vocabulary: task will receive stern receive 30 seconds of
ultimate warnings time added to your
5. Perform 2 30 second sets of jumping jacks. Vocabulary: • Students who are ending time”
Field Sport continually off task
6. Perform 3 sets of 10 squats. Vocabulary: Slap catch and have been
7. Perform 4 15 second intervals of burpees with 30 warned will be
seconds of rest in between. Vocabulary: overhead catch removed from the
8. Run in place for 2 intervals of 30 seconds. : Vocabulary: activity for a 2
10:17- Disc minute period and
10:34 9. Perform partner high five crunches. Vocabulary: their group will not
Leading the runner be allowed to
10. Perform 3 sets of 10 lunges. Vocabulary: 3 step rule progress
11. Perform 2 30 second intervals of knee jumps.
Vocabulary: rotation
12. Perform 2 30 second intervals of side planks.
Vocabulary: one-to-one defense • “Listen to your
13. Perform 2 30 second intervals of wall sits. Vocabulary: body, if you need a
underhand catch. longer break or a
14. Perform 3 sets of 10 side lunges. Vocabulary: flick of shorter interval do
the wrist it! Just make sure
15. March in place for 2 30 second intervals. Vocabulary: you keep good form”
follow through
16. Perform standing trunk twists for 2 30 second intervals.
Vocabulary: cooperative strategy
17. Perform 3 sets of 5 pushups with 1 minute rest in
between sets. Vocabulary: offensive blitz
18. Perform standing hip extensions for 2 30 second
intervals. Vocabulary: halves
 19. Perform side to side hops for 4 intervals of 15 seconds
with 30 second rest inbetween. Vocabulary: toes point
at target
20. Perform 3 sets 7 wide sumo squats. Vocabulary: frisbee

• Post-Activity
o Students have their task list checked off by instructor and then
huddle and attempt to figure out what sport is being described.
o Students will submit answers

Post activity
• Transition
• Instructor will listen
o Students will return to their assigned polyspots
to conversations in
huddled groups to
monitor that groups
are on task

Transition

• Count down from 10 • “Groups are

will be used to finishing up, we are
• Cool down facilitate a speedy almost at the end,
o Students will perform the following stretches in 30 second transition keep at it!”
intervals:
• Flamingos
• Cross body shoulder stretch
• Back pat tricep stretch
Cool Down
• Forward bend
 • Instructor will lead • “Once you have an
stretches and answer do not shout
• Closure monitor student it out!”
o Students will discuss difficulties and successes that they engagement and
experienced in their groups and specify any specific examples of technique by
things their group members did to help the process along. observing students
mid-stretch

Closure

• Students will be
required to raise
their hand to speak
and will not be
acknowledged if they
have not raised their
hand

Cool Down

• “Breathe deeply and

focus on the stretch”
10:34-
10:36
10:36-
10:37
Closure

• “You can volunteer

to share or be
voluntold”
• “Think about how
you felt and what
you saw during the
activity”

10:37-
10:40

Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
10:40- assess the psychomotor, cognitive, and affective domain?)
10:45

You must describe an assessment tool that will be used for each domain
objective.
 1. Psychomotor Assessment Method
(Include the Assessment Tool to be Used for this Domain Objective):

Student spatial awareness will be assessed by visually measuring group

placement. Students will also be assessed on a checklist with general form
quality listed on it.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students would be given the following quiz:

• Name and describe 3 exercises completed today.

• What was the hidden sport being solved for?
• Name and describe the most difficult exercise you completed today.

3. Affective Assessment Method:

 (Include the Assessment Tool to be Used for this Domain Objective):

Students would start a journal and respond to the following prompts:

• What was the general feel of the environment in class today?

• What is at least 1 example of something a group member did today that
was positive and constructive?

Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)
The student who has ASD (austism spectrum disorder) will be allowed to
participate in class discussion through writing as opposed to speaking due to
potential difficulties in gathering their thoughts in the moment of class
discussion. This student will perform all tasks but be closely monitored for
overexertion as they will not likely verbally express physical discomfort.

• Include a strategy to address the learning needs of an ESL student.

Students who are learning English will be partnered with other students who
speak the same language if available. If not available, students will have access
to visuals of each exercise on task cards and will be given additional time to
read the written description of the activity.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

In the event of inclement weather or unavailable facilities students will

perform ice breaking activities similar to their first lesson in a classroom
setting. Students would also have a discussion on their opinions of group work
and cooperative activity and identify factors that may hold them back from
succeeding within a group.
Unit: Deinhibitizers and Cooperative Learning
Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student is appropriately spaced out from peers:
0= does not initiate
1= initiates or partially completes task with poor form Exercises are performed: Y/N
2= partially completes task with proper form
3= completes task with proper form Exercises are performed with appropriate posture:

Exercises are performed in proper cadence:

Other Notes:

Unit: Deinhibitizers and Cooperative Learning

Name:
Cognitive Assessment
Quiz
1. Name and describe 3 exercises completed today.

2. What was the hidden sport being solved for?

3. Name and describe the most difficult exercise you completed today.

Unit: Deinhibitizers and Cooperative Learning

Name:
Affective Assessment
Journal Entry
Prompt: What was the general feel of the environment in class today? What is at least 1 example of something
a group member did today that was positive and constructive?