Teacher: Date:

Grade: K-4 Unit: Cooperative Games

Lesson Topic: Marshmallow River/What is the importance of teamwork?

Number of Students: 45-55

Goal: At the end of this lesson students will be able to carry out the necessary skills

of playing fair and honest throughout the cooperative games.

Objectives:

Cognitive- Students will be able to demonstrate a clear understanding of how

important teamwork and honesty is when accomplishing tasks.

Psychomotor- Students will successfully improve on working together as a

team, strategizing, and being honest throughout the lesson.

Affective- Students will gain the appropriate knowledge regarding working

with classmates, sharing, and interaction during activity.

Standards:

National:

Standard 5- Exhibits responsible, personal, and social behavior that respects

self and others in physical activity setting.

New York State:

Standard 2- Students will acquire the knowledge and ability to necessary to

create and maintain a safe and healthy environment.

Safety:

Always be aware of your surroundings.

Make sure the students never jump on the black side of SQAIR.

Make sure students stay within the boundaries.

Make sure the SQAIRs are being used in a safe manner.

Equipment:

40-50 SQAIRs , 4 Cones

Instant Activity and Introduction

Overview:

Explain that today we will be playing a couple of my favorite games and using

SQAIRs to complete tasks as a team.

Tell the class we will be working together as teammates and everyone is

friends.

Remember to always include everyone in your team when playing games.

Instant Activity: ‘Have You Ever’

There will be scattered SQAIRs around the gymnasium.

Students will stand on a SQAIR, with colored side facing up.

The teacher will then start out by saying “Have you ever…” and fill in

the sentence with something they have done, a place they have been, a

food they have eaten, a sport they have played.

The students whom have done this activity or eaten this food will run

and find another SQAIR to stand on.

After the teacher calls out a couple, she will call on students to call out

“Have you ever…”

Poly Spots

Cones

Students

Perimeter of Instant Activity

SQAIRS

Lesson Body:

Activity: Marshmallow River

Students will be split up in three/four even teams.

The object of the game is to successfully get your team across the

‘marshmallow river’ to the other side of the gymnasium using only the

SQAIRs that are provided.

Students may not at any time touch the gymnasium floor.

Students must work together to get to the other side.

Vocabulary Words:

Squarea, Teamwork, Boundary, Cooperation, Honesty, Fair play, Trust,

Conclusion & Cool Down:

All equipment needs to be put away.

“Marshmallow River” Students

Perimeter of Marshmallow River

SQAIRS

Ask the students to pick up a SQAIR and bring it to you.

Ask the students to pick up a cone and bring it to you.

Bring the students to the middle circle; have them sit down.

Mention why we did these activities.

Ask the students if they had fun and enjoyed the activities.

Compliment on effort and a job well done.

Compliment on good behavior.

Tell the students what they should expect for next class.

Teacher: Date: Grade: 5-8 Unit: Cooperative Games Lesson Topic: The Gold-Seekers/The importance of teamwork Number of Students: 40-50 Goal: At the end of this lesson students will learn to think on their feet, make quick decisions and understand the rules and strategies to playing fair throughout the cooperative games.

Objectives:

Cognitive- Students will understand the rules and see the meaningful links between the lesson and the historic event.

Psychomotor- Students will demonstrate proficiency in moving safely and efficiently through space while strategizing with teammates to reach a common goal.

Affective-Students will experience challenges and enjoyment while recognizing and respecting individuals on the team to influence the direction of a group through conflict resolution.

Standards: National:

Standard 5- Exhibits responsible, personal, and social behavior that respects self and others in physical activity setting.

Standard 2- Students will acquire the knowledge and ability to necessary create and maintain a safe and healthy environment.

Safety:

Always be aware of your surroundings.

Make sure the students never jump on the black side of SQAIR.

Make sure students stay within the boundaries.

Make sure the SQAIRs are being used in a safe manner. Equipment:

40-50 SQAIRs , 4 Cones

40+ Tennis balls Overview:

Explain that today we will be playing a couple of my favorite games and using SQAIRs to complete tasks as a team. In today’s case we work together as families do.

Tell the class we will be working together as families so it’s important that your family members are kind, thoughtful, respectful, and supportive of each other.

Remember to always include everyone in your family when playing this game. Lesson Body: Activity: Gold Rush of 1849 The "forty-niners" (as a reference to 1849)

Students will be split up in three/four even teams. Each team gets one SQAIR.

The object of the game is to successfully get your team across the ‘the Sacramento River’ to the other side (of the gymnasium) using only the SQAIRs that are provided.

Students may not at any time touch the gymnasium floor.

Students must work together to get to the other side.

The first to hear confirmed information about gold in California were residents of Oregon, Hawaii, western Mexico, and Central America. They were the first to go there in late 1848. All told, the news of gold brought some 300,000 people to California from the rest of the United States and abroad.

At first, the gold nuggets could be picked up off the ground. The earliest gold-seekers were able to collect large amounts of easily accessible gold—in some cases, thousands of dollars worth each day! Later, gold was recovered from streams and riverbeds using simple techniques, such as panning. More sophisticated methods were developed and later adopted elsewhere. Gold worth tens of billions of today's dollars was recovered, which led to great wealth for a few. However, many returned home with little more than what they had started with.

The effects of the Gold Rush were substantial.

New methods of transportation developed as steamships came into regular service.

By 1869 railroads were built across the country from California to the eastern United States.

Agriculture and ranching expanded throughout the state to meet the needs of the settlers. At the beginning of the Gold Rush, there was no law regarding property rights in the goldfields and a system of "staking claims" was developed.

The Gold Rush also resulted in attacks on Native Americans, who were forcibly removed from their lands.

Gold mining also caused environmental harm to rivers and lakes. The Gold Rush stimulated economies around the world as well. California was perceived as a place of new beginnings, where great wealth could

reward hard work and good luck.

Lesson Body:

Activity: Gold Rush of 1849

In 1849 families traveled across the country to get to the Sacramento Valley in

California to pan for gold. Students will be split up into four/five even families.

Your family of 4 or 5 will transfer themselves from one end of the river to the

other without touching the water (floor). The object of the game is to

successfully get your family across to the other side of the gymnasium/the

‘Sacramento River’ using only the SQAIRs that are provided (one

SQAIR/student).

Students must work together to get to the other side.

Once you get half way across the river/gymnasium floor you will find the gold

(tennis balls). You must work together as a family to gather as much gold as

possible in your pan/bucket/Frisbee before getting to the other side of the river.

Additions and Variations: Our favorite rendition to create more of a challenge is by adding the element of the population increasing and therefore so is the demand to find the gold before anyone else. You can accomplish this by narrowing the playing field (making the river area smaller). You may wish to make this task more difficult by creating obstacles in the river. You might want to create a storm story so that each family must reach certain points within a time limit. Typhoid and other diseases were experienced during travel. You may wish to create a scenario where one or more of the family members have to be carried or transported in a way where that family member cannot assist.

Discussion for Common Core in Language Arts:

Was panning for gold easy? What did you experience to support your answer?

Did everybody benefit the same way? Why do you think?

What happened when more people came to the Sacramento Valley to pan for gold?

Conclusion & Cool Down:

All equipment needs to be put away.

Ask the students to pick up a SQAIR and bring it to you.

Ask the students to pick up a cone and bring it to you.

Ask students to gather all the tennis balls into one bucket.

Bring the students to the middle circle; have them sit down.

Mention why we did these activities.

Ask the students if they had fun and enjoyed the activities.

Compliment on effort and a job well done.

Compliment on good behavior.

Tell the students what they should expect for next class.

Teacher: Date: Grade: 9-12 Unit:

MuSQular Strength Workout

Lesson Topic: What is Muscular Strength?

Number of Students: 40-50

Goal:

At the end of this lesson students will understand the difference between muscular strength and muscular endurance. They will be able to discuss and offer ideas of how to express each one through movement.

Definition: Muscle Strength

Muscular strength is defined as the maximum amount of force that a muscle can exert against some form of resistance in a single effort.

Practically speaking, you use muscular strength when you lift yourself out of a chair, pick up a heavy object, or push a piece of furniture. In the gym, a single repetition at a given weight is an example of muscular strength.

Difference between Muscular Strength and Muscular Endurance Muscular endurance and strength are related, since endurance requires a certain amount of baseline strength in order to maintain continuous tension or perform repetitive contractions against resistance.

Likewise, some increases in strength may occur as endurance improves. However, the primary difference between muscular strength and endurance is that muscular strength is expressed as the maximum amount of force that a muscle can generate in a single contraction…

…while muscular endurance is a measure of how many times you can move a given weight before fatiguing.

How Is Muscular Strength Measured?

Muscular strength is typically measured using what’s known as a One Rep Max (1RM). Your 1RM is the maximum amount of weight that a given muscle can move for one complete repetition.

So, for example, to measure the muscular strength in your bicep, you would perform a single dumbbell bicep curl for one rep with an amount of weight that you can move for one complete contraction, and no more. If you are used to performing multiple repetitions with a particular amount of weight, you may not know what your actual 1RM is. Also, there is a greater risk of injury associated with performing single repetition movements with a high load, so testing your muscular strength with a 1RM can be dangerous.

Objectives:

Cognitive- Students will describe how they can safely execute sited exampled

of both muscular strength and muscular endurance and describe hoe they

effect each other.

Psychomotor- Students will demonstrate the components of physical fitness

with body control and basic movement patterns.

Affective-Students will model equitable and ethical behavior toward others

while taking cooperative actions toward a mutual goal.

Standards:

National:

Standard 5- Exhibits responsible, personal, and social behavior that respects

self and others in physical activity setting.

Standard 2- Students will acquire the knowledge and ability necessary to

create and maintain a safe and healthy environment.

Safety:

Always be aware of your surroundings.

Make sure the students never jump on the black side of SQAIR.

Make sure students stay within the guidelines of the assignment.

Make sure the SQAIRs are being used in a safe manner.

Equipment:

40-50 SQAIRs , 4 Cones

Overview:

Explain that today we will be creating exercise examples using just the

SQAIRs to emulate the actions necessary for examples of muscular strength

and muscular endurance.

Tell the class we will be working together in teams to come up with and

demonstrate the exercises they have created to represent their solutions.

Remember to always include everyone on your team when finding solutions.

Activity: MuSQular Strength vs. MuSQular Endurance

Students will be split up in three/four even teams. Each team gets one SQAIR.

The object of the lesson is to successfully create 1 example of a strength exercise

and 2-3 examples of exercises demonstrating muscular endurance using only the

SQAIRs that are provided.

Discuss the importance of safety and form and suggest the muscular strength

exercise should be challenging enough to be able to repeat 3 times with good

form.

Students must work together to solve the problem.

Discussion for Common Core in Language Arts:

1) What makes the workout a muscular strength workout?

2) How is muscular strength measured and why is this important to know?

3) What is the difference between a muscular strength exercise and a muscular

endurance exercise?

4) What makes the workout a muscular endurance workout?

Conclusion & Cool Down:

All equipment needs to be put away.

Ask the students to pick up a SQAIR and bring it to you.

Bring the students to the middle circle; have them sit down.

Mention why we did these activities.

Ask the students if they had fun and enjoyed the activities.

Compliment on good behavior.

Tell the students what they should expect for next class.