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Indoor and Outdoor Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 317 UNIT 1 Personal Safety and Injury Prevention IndoorUnderstanding and Outdoor of Concepts RecordingGames Chart Unit Title 7 Low Organization/Cooperative Games 319 8 Other Indoor Activities 349 9 Other Outdoor Activities 373 317 Health and Physical Education – Grade 8 Indoor and Outdoor Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 318 Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 319 OVERVIEW UNIT Low Organization/Cooperative Games Duration 10 Sub-Tasks 77 Description Students actively participate in a variety of games, displaying fundamental movement skills and fair play. Sub-Task Title Expectation Code 1. Netball 8p35, 8p40, 8p41 2. Toss and Roll 8p23, 8p27, 8p41 3. Capture the Flag 8p35, 8p40, 8p41 4. Basketball Golf 8p23, 8p27, 8p41 5. Cooperative Game Creation 8p40 6. Team Scooter 8p35, 8p40 7. Group Challenges 8p35, 8p40 8. Catch Ten 8p35, 8p41 9. Hunters and Gatherers 8p35, 8p41 10. Teach a Game 8p40, 8p41 Assessment and Evaluation A variety of assessment methods may be used in this unit. Some assessment strategies and tools included are: Formative/Ongoing: •Teacher assessment using movement skills rubric and anecdotal recording sheet. •Teacher assessment using participation, social skills and safety rubrics. 7 • Student self-assessment using participation target. • Peer assessment using movement skill checklists. Summative: •Teacher assessment using movement skill checklists. Links to Prior Knowledge • It is the teacher’s responsibility to be aware of and to follow the Ontario Elementary Curricular Safety Guidelines or their board’s safety policy. Please see overview page on safety, and detailed information in safety guidelines. Unit 7 – Overview 319 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 320 Notes to Teacher • See Notes to Teachers in units for suggestions and adaptations. The focus on all activities is coop- eration. • The games also help students develop physical skills and game strategies. See Transferable Skills: Strategies and Tactics (Grade 8 Appendix P) and Transferable Skills: Sending/Receiving/Carrying (Grade 8 Appendix Q). Resources • Another Games Book. Canadian Intramural Recreation Association of Ontario, Hamilton, 1997. (905) 575-2083 • Great Gator Games. Canadian Intramural Recreation Association of Ontario, Hamilton, 1998. (905) 575-2083 • Morris, G.S. Don and Jim Stiehl. Changing Kids’ Games. Human Kinetics, 1999. HYPERLINK www.humankinetics.com • Not Just Another Games Book. Canadian Intramural Recreation Association of Ontario, Hamilton, 1994. (905) 575-2083 • Project Adventure Publications, P.O. Box 100, Hamilton, MA, USA, 01936 (1-800-795-9039, www.pa.org www.pa.org ) Appendices Unit 7 Appendix A: Basketball Golf Tee Card Unit 7 Appendix B: Cooperative Game Cards Unit 7 Appendix C: Shape Cards Unit 7 Appendix D: Cooperative Game Presentation Unit 7 – Overview 320 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 321 UNIT 7 Low Organization/Cooperative Games Sub-Task #1 Netball Facility Gymnasium Materials Two or three basketball nets (can substitute buckets or pails) Two or more floor hockey nets 10 to 12 basketballs or utility balls Paper wall targets Stopwatch or timer Description Students actively work as a team to score as many points as possible and work cooperatively toward achieving a common goal. Expectation Code Learning Expectation 8p35 Participate vigorously in all aspects of the program (e.g., indoor soccer, cricket) 8p40 Demonstrate respectful behaviour towards the feelings and ideas of others 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing) Assessment Opportunities: Suggestions for Assessing Expectations Formative/Ongoing: •Teacher assessment of fair play using a social skills rubric (Grade 8 Appendix H). 7 • Teacher/self-assessment of vigorous participation using a participation rubric (Grade 8 Appendix G). • Self/peer assessment of cooperation using “Cooperation and Respect” from the social skills rubric (Grade 8 Appendix H) Teaching/Learning Strategies A) Warm-Up • More Than a Name Game. Students stand in a circle and call out their names one at a time. Use a stopwatch to time the group and see how quickly students can say all their names. Students begin a light jog and call out their names again, trying to maintain the same time. • While doing a regular jog, double the time. (E.g., if students originally said their names in 12 seconds, see if they can complete the game in 24 seconds.) Unit 7 – Sub-Task #1 321 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 322 • Add additional challenges. (E.g., triple the time to 36 seconds and see if students can say all their names while doing a tuck jump, or loudly while dribbling a ball.) B) Skill Development • Sink It. Students work in teams of three, and individually try to get as many points as they can in two minutes. Students get points by hitting a target (as per Netball in Skill Application). Each student has a ball and keeps track of his or her points. After two minutes, they meet as a team and add up their points. Students discuss strategy and have an opportunity to try to beat their group rec o rd . C) Skill Application • Netball. Place targets on wall (random) and hockey nets at side of gymnasium. Students play three on three. All teams can play at the same time, trying to score points in three different ways: _ Any basket = 3 points _ Wall targets = 2 points (mark a shooting distance) _ Hockey nets = 1 point (mark a shooting distance) • There is no “out of bounds” area. There are no goalies, but defensive players try to stop scoring and get possession of the ball. Defense gets possession when a ball bounces out of control, is intercepted, or after offensive team scores on any target. • Add additional rules only as required. Some groups may establish rules for an additional chal- lenge, while others may not need them. Possible rules include: _ Three dribbles with the ball before passing. _ Three steps (while dribbling) before passing. _ Hold ball for three seconds before passing. • Ask students: _ What strategies did you use when you had the ball? _ What strategies did you use when you didn’t have the ball? _ What could you do that might work better? (See Grade 8 Appendix P.) Unit 7 – Sub-Task #1 322 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 323 D) Cool-Down/Wrap-Up • The Wave Stretch. This activity can be done as a large group or in smaller groups. One student begins by doing a stretch and holding it. The person beside him/her does the same stretch and passes it down the line or around the circle like a wave. When the leader changes to a new stretch, students follow, one at a time, when the “wave” reaches them. Extension • Students play Sink It with a partner with one playing offense and one defense. Notes to Teacher • Sink It is played with no defense, so students should determine whether trying to score with a greater challenge (shooting on a basket) or trying to score more often on an easier target (hockey net) works better for them. Students also balance speed and accuracy. •With Netball, caution students to be aware of other teams moving in the same space. Appendices Grade 8 Appendix G: Participation Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix H: Social Skills Rubric (Getting Assessment Right: HPE: Grades 1-8) Grade 8 Appendix P: Transferable Skills: Strategies and Tactics 7 Unit 7 – Sub-Task #1 323 Health and Physical Education – Grade 8 Indoor and Outdoor Games – Low Organization/Cooperative Games Full Unit 7 - Revised Final 2 1/17/01 10:07 AM Page 324 UNIT 7 Low Organization/Cooperative Games Sub-Task #2 Toss and Roll Facility Gymnasium Materials Four benches Variety of soft balls Description Students play a variety of games that involve running, throwing, and small group challenges. Expectation Code Learning Expectation 8p23 Throw, pass, or shoot an object (e.g., a ball) to a partner or a target while being defended 8p27 Perform movement skills in sequence (e.g., shoot or pass a ball from a dribble) 8p41 Follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing) Assessment Opportunities: Suggestions for Assessing Expectations Formative/Ongoing: •Teacher assessment of fair play using a social skills rubric (Grade 8 Appendix H). •Teacher assessment of throwing, passing, and shooting an object, and performing movements in sequence using an anecdotal recording chart in conjunction with a movement skills checklist (Grade 8 Appendices N and J-1). Teaching/Learning Strategies A) Warm-Up • It Add On. Students begin this game by power walking and as their heart rates gradually increa s e , they can switch to running. One player is “It”, and every player “It” touches becomes an “It.” All “Its” identify themselves by maintaining one hand raised overhead and work together to try to catch the other students. • Game continues until everyone is caught. Choose a new “It” and begin again. B) Skill Development • Move it T og e t h e r . Working in pairs, students try and move a ball from one end of the gymnasium to the other, without using their hands.
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