Grades 7 & 8 Sample Lesson: Creative Cooperative Collaboration

Considerations for Lesson Planning  

Location: Classroom/Gymnasium  

Strand: Active Living 

Topic: Active Participation 

Students: 

  • A student with partial vision and sensitivity to light who comes from a middle-class background and requires materials in accessible formats.
    • Consideration: Incorporate strategies to support the student with partial vision and sensitivity to light. 
  • Two racialized 2SLGBTQI+ students who are out. One is male, Muslim, and has just emigrated from Pakistan. The other student is mixed race (Asian and White), enjoys wearing nail polish, and prefers not to tie their long hair back for class.
    • Consideration: Incorporate strategies to foster a supportive, affirming, and safer environment for the diverse identities and experiences of all students. 

Supports: Access to mental health and 2SLGBTQI+ resources, some of which are provided by the school counsellor. Materials are provided in accessible formats for the student with a visual impairment.

Lesson: Creative Cooperative Collaboration 

Lesson Overview  

Students create and participate in cooperative games in large spaces and demonstrate behaviours and procedures to maximize their safety and the safety of others.   

Overall and Specific Expectations  

B1: B1.1; B3: B3.1 

Learning Goals 

We are learning how to build healthy relationship skills while participating actively and safely in cooperative games.  

Materials 

  • 5–6 large beanbags 
  • 5–6 beeping discs (or other discs with auditory feedback) 
  • 5–6 brightly coloured football flags  
  • 5–6 large balls with auditory features (e.g., rattles or bells) 
  • 5–6 small balls with auditory features (e.g., rattles or bells) 
  • Music player and speaker 
  • Various textured markers (e.g., stickers that are rough, smooth, bumpy, or material that can be taped or pinned, such as velvet, silk, or corduroy patches), 1 per student 

Safety Requirements 

Refer to the Ontario Physical Activity Safety Standards in Education.  

Assessment for Learning  

Use the Teacher Resource: Recordable Anecdotal Recording Chart to observe students and provide verbal and written feedback of students’ active participation and ability to apply safety rules and procedures.  

Warm-Up  

Before engaging students in the activities, choose and share a signal that will be used to identify start, stop, and transitions between activities in the lesson (e.g., music playing, a designated number of hand claps, a call and response). 

Students gradually increase their heart rate by participating in Texture Connections. 

Texture Connections  

  • Place various textured markers on the back of students, one textured marker student. Make sure that each student shares the same type of marker with a minimum of 4–5 other students.   
  • Explain to students that their task is to find others who have the same marker as them to form a group. They must do this without talking or vocalizing to each other but instead use hand gestures and hand touches. Students may also pair up to help each other find their respective group.  
  • Use the predetermined signal for students to begin finding their group members. Once group members with the same textured markers locate each other, invite them to explore the following tasks:
    • Perform a series of gentle stretching exercises mirroring each other’s movements.
    • Create a dance sequence (e.g., the macarena or a dance they might all know) using verbal and tactile prompting and perform it in synchronicity.
    • Participate in a series of dynamic movements (e.g., high knees, arm swings, and leg kicks to elevate heart rate and energize the body) while synchronizing their movements. 
  • Have students reflect on the activity.

Teacher prompts:

  • “Describe the different emotions you experienced throughout this activity.” 
  • “How did you feel when you were looking for other people in your group?”
  • “How did you feel when you found someone who belonged in your group?”
  • “What did you do, or notice others do, that helped others feel included?” 

Student responses may include: 

  • “I felt a bit uncomfortable at first because I wasn’t sure where to start but once I found the first person in my group, I felt more confident.” 
  • “I felt the same so when I found my group I really focused on helping others find their group.” 
  • “It was interesting to rely on touch and non-speaking communication to connect with others. It made me more aware of different ways to communicate and collaborate.” 
  • “My whole group was helping and cheering everyone on, so it felt like we were united.” 

Minds On 

Share and clarify the lesson’s learning goals with students. Make connections to the purpose of the warm-up. Emphasize the focus on relationship skills and safe participation.  

Using a Popcorn strategy (consult Teaching Strategy Descriptions) and the following teacher prompt, have students identify ways to communicate effectively: 

Teacher Prompt: “What are some ways that we can communicate effectively to include others, enjoy physical activity, and promote fair play?” 

Student responses may include:

  • “We can use verbal cues like calling out someone's name. This lets the person know that you might send an object to them.”
  • “We can give a light pat on the shoulder or say, ‘Way to go,’ which are ways to communicate in a respectful way.”
  • “We can listen to everyone’s ideas and how they want to play the game, which helps everyone feel included and that they have a voice.” 

Action  

Cooperative Game Development 

Using a whole group discussion, have students identify components of a game that makes it cooperative, active, and fun. Components may include the following: 

  • Everyone is included and active. 
  • There are opportunities for all to be challenged, but not frustrated.  
  • There is enough equipment for all to be involved.  
  • The focus is on group challenges rather than points and game outcome. 
  • There is some non-traditional content, such as an element of surprise. 
  • There are opportunities for everyone to provide input when determining the rules of the game and to adapt the game to reflect games they might like to play. 

Quick! Create a Game 

Create two groups of cards from the following two lists:  

  • List 1: Type of Game
    • Tag game
    • Zone game
    • Target game 
    • Group challenge 
    • Partner challenge 

  • List 2: Equipment
    • Large balls
    • Small balls
    • Discs
    • Beanbags
    • Flag Football Flags 
  • Provide verbal descriptions of the cards and ensure they are available in an accessible format, such as Braile or large print.  
  • Lists can be adapted based on available space, student interests and needs, and available equipment.  
  • Divide students into six groups and have groups draw a card from each list.  
  • Divide the activity area into two sections, ensuring each section is accessible and free of obstacles. Use tactile markers (e.g., ropes, cones to create a textured line) to define boundaries and game areas.  
  • Assign three groups to each playing area.  
  • Explain to groups that they are to create a new cooperative game using the equipment they chose and their assigned space. Their game must combine elements of their game type and focus on encouragement, cooperation, and inclusion.  
  • Remind students of the safety requirements to which they must adhere as they plan their game. Encourage students to create their own start and stop signals for their game.  
  • Provide groups with an appropriate amount of time to create and practise their game. Give additional time if needed for students to familiarize themselves with any tactile elements or variations they will include to ensure all students can participate.   
  • Have groups take turns teaching and playing their games. Provide sufficient time for all groups to assume both roles of teachers and students. 

Cool Down 

Students gradually decrease their heart rate by participating in a cool down stretch. Refer to Appendix: Stretches to review stretches with students. Provide both visual and verbal instructions. 

  • Have students remain in their Quick! Create a Game groups and form a circle. 
  • Have students take turns leading the stretches, encouraging them to select stretches for each body part.  

Consolidation  

Review the lesson’s learning goals with students.  

Using the Think Pair Share Strategy (consult Teaching Strategy Descriptions), have students reflect on the following questions: 

  • How did your game provide everyone with an opportunity to participate to the best of their ability?  
  • How did you adhere to the safety requirements to help others safely participate in your game? 
  • How did your game incorporate encouragement, cooperation, and inclusion?  
  • How might you adapt your game to increase participation and inclusion for everyone? How is choice embedded into the game? 

Use an Exit Card strategy (consult Teaching Strategy Descriptions) for students to identify one action that they took to help create an inclusive space for all. Have them also identify one action that someone else took that helped them feel included.

CRRP and Disability-Centred Movement Strategies Embedded in the Lesson 

Components of this lesson are designed to foster a supportive, affirming, and safer environment for the diverse identities, experiences, and abilities of all students.  

  • Activities are designed to engage all students in creating a supportive and affirming space for the out 2SLGBTI+ students by focusing on enhancing all students’ understanding of what inclusion feels like and looks like.  
  • Student voice and choice is a key component of all activities, so students can participate in ways that feel good for them.  
  • Through group game creation, students can make connections to their background, including elements of cultural games that students can adapt (e.g., Jai alai concepts, games from Pakistan).  
  • The game creation activity allows students to incorporate their experiences, perspectives, and their preferred ways of moving, which maximizes participation for all students.    
  • The discussions and student reflections emphasize critical reflection, encouraging students to explore and share their own identities, experiences, and perspectives and how these facets of their identity contributed to group success and an inclusive, affirming environment. 

Components of this lesson are designed to incorporate strategies to support the student with partial vision and sensitivity to light. 

  • Lesson materials are available in an accessible format (e.g., adapting the cooperative game cards so they are written in Braille or large print).  
  • Activity instructions include verbal descriptions and avoid relying solely on visual cues. This enhances the participation of the student with a visual impairment.  
  • Activity materials and equipment include tactile elements that provide auditory feedback (e.g., balls with bells inside or discs that beep) to guide and enhance participation.  
  • Providing the opportunity to work in pairs gives the student access to a sighted guide or buddy to increase independence in the physical environment.  
  • Using a signal to identify start, stop, and transitions between activities ensures inclusion of strategies based on needs of all students.  
  • Instructions include reminders for the teacher to ensure the physical environment is free from clutter or obstacles and provide tactile markings to identify boundaries (e.g., rope or cones on the floor to create a textured line).