Unit Plan 22 (Grade 5 PE): Cooperative Team Relays & Efficiency

Focus: Develop planning, role assignment, and team efficiency through complex relay challenges that require students to divide tasks by strengths, revise strategy, and evaluate how teamwork choices affect performance.

Grade Level: 5

Subject Area: Physical Education (Cooperative Relays • Movement Challenges • Strategy & Teamwork)

Total Unit Duration: 1 core session + 2 optional sessions (1–3 weeks), 50–60 minutes per session

I. Introduction

Students explore relays as more than simple races by learning how teamwork, planning, and smart role choices can improve performance. In this unit, students begin with a light jog and dynamic stretch warm-up led by rotating student captains, helping them practice leadership and smooth class transitions. They then move into complex relay challenges that combine multiple tasks in sequence, such as running, balancing, dribbling, and striking to a target. Instead of being told exactly who does each task, teams must decide the most efficient order, assign jobs based on strengths, and revise their approach after each round. The unit emphasizes that strong teams are not only fast—they are thoughtful, cooperative, and able to solve problems together.

Essential Questions

• How can a team become more successful by planning before the relay starts?
• How do role assignments and task order affect relay efficiency?
• What should a team do when a plan does not work the first time?
• How can relays be enjoyable because of teamwork, challenge, and strategy—not just speed?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor movements with speed, control, and safe transitions during relay tasks.
2. Maintain balance, stability, and coordination during relay tasks that require carrying, pausing, landing, or controlled changes of direction.
3. Apply skill tasks such as dribbling, kicking, or striking within relay sequences when those tasks are included.
4. Work cooperatively to assign roles, support teammates, and ensure all students are included in the relay plan.
5. Use fair and respectful strategies to solve disagreements about order, roles, or relay decisions.
6. Demonstrate responsibility by transitioning quickly, using equipment correctly, and staying engaged throughout team challenges.
7. Reflect on which relay roles or challenge types they enjoy most and explain why.

Standards Alignment — 5th Grade (SHAPE America-based custom)

• PE:S1.5a – Locomotor Skills with Speed, Control, and Transitions Perform locomotor movements (run, hop, jump, leap, slide, gallop, skip) with control, using changes in speed and direction smoothly in game and activity settings.
  • Example: Students use quick accelerations, controlled stops, and sharp directional changes while playing tag, invasion games, or in relay events.
• PE:S1.5b – Balance, Stability, and Coordination in Complex Tasks Maintain static and dynamic balance while performing more complex movements, such as jumping, landing, rotating, and changing levels.
  • Example: Students complete an obstacle course that includes single-leg balances, low beams, and controlled landings from jumps without losing stability.
• PE:S1.5d – Kicking, Dribbling & Ball Control in Game Play Dribble, pass, and shoot a ball with the feet using both dominant and non-dominant sides, adjusting speed, direction, and force in game contexts.
  • Example: Students maintain control while dribbling through defenders in a soccer game, then pass or shoot accurately at appropriate times.
• PE:S1.5e – Striking with Implements for Direction & Power Strike a stationary or moving object with a short- or long-handled implement (paddle, racket, bat, stick) with control of direction, trajectory, and power.
  • Example: Students strike balls to specific areas of the field in wiffle ball, or place forehand and backhand shots into open spaces in racket games.
• PE:S4.5b – Cooperation, Leadership, and Inclusive Team Behavior Work cooperatively with classmates, take on and rotate leadership roles, and actively include others regardless of skill level or background.
  • Example: During group games, students volunteer as captains or equipment managers, ensure everyone has a role, and invite quieter classmates to join.
• PE:S4.5d – Constructive Conflict Resolution & Self-Officiating Use agreed-upon strategies (e.g., rock-paper-scissors, replay, majority vote) to solve conflicts and participate in simple self-officiating when appropriate.
  • Example: In four-square or small-sided games, students decide out-of-bounds calls using a quick, fair method and restart play without arguing.
• PE:S4.5e – Responsibility, Effort, and Self-Directed Behavior Show responsibility by arriving prepared, using time efficiently, caring for equipment, and staying engaged without constant teacher direction.
  • Example: Students rotate through stations on their own, transition quickly when signaled, and clean up equipment at the end of class.
• PE:S5.5a – Enjoyment and Preference for Specific Activities Identify physical activities they enjoy, explain why they prefer them, and show enthusiasm and effort during those activities.
  • Example: Students share that they enjoy basketball because of teamwork and pace, or running club because they like pushing themselves and seeing progress.

Success Criteria — Student Language

• I can move quickly and safely through relay tasks with good control.
• I can help my team decide who should do each task and in what order.
• I can use my strengths to help my team, while also supporting teammates in their roles.
• I can solve disagreements fairly so our team can keep moving.
• I can explain which relay activities I enjoy most and why they fit me well.