Unit Plan 22 (Grade 6 PE): Cooperative Relays & Strategy Design

Focus: Strengthen task analysis, smarter use of team strengths, and thoughtful strategy reflection through cooperative relay design and team problem-solving.

Grade Level: 6

Subject Area: Physical Education

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this Grade 6 Physical Education unit, students participate in cooperative relay challenges that require much more than speed. Through team-designed warm-ups, multi-task relays, and structured reflection, students learn how to analyze movement tasks, assign roles strategically, and work together to improve efficiency. The unit emphasizes that successful teams do not simply race as fast as possible; they think carefully about the order of tasks, which teammate is best suited for each challenge, and how to communicate clearly under pressure. Students also practice resolving disagreements fairly and reflecting on what kinds of activities or team roles match their strengths and interests. By the end of the week, students should be able to explain how planning, inclusion, and teamwork improve relay performance.

Essential Questions

• How can teams analyze tasks before starting a relay?
• What helps a team choose the most efficient order and role assignments?
• How can students solve disagreements fairly during cooperative challenges?
• What personal strengths help different students contribute to a team?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform locomotor skills with improved control during relay-based movement tasks.
2. Maintain balance, stability, and coordination during varied challenge activities.
3. Work cooperatively to design a relay strategy based on team strengths.
4. Use fair conflict-resolution strategies when teammates disagree.
5. Show responsibility in transitions, equipment management, and role completion.
6. Reflect on personal strengths and preferred types of physical challenges.

Standards Alignment — Grade 6 PE (SHAPE America-based custom)

• PE:S1.6a – Locomotor Skills with Speed, Transitions, and Control Perform locomotor skills (run, sprint, shuffle, skip, leap, slide) with control, quickly transitioning between movements and adjusting speed in response to game demands.
  • Example: In relay activities, students sprint, stop, change direction, and move between tasks while staying in control.
• PE:S1.6b – Balance, Stability, and Coordination in Complex Movement Maintain static and dynamic balance while performing complex combinations (jumping, landing, rotating, changing levels and direction) in games and fitness tasks.
  • Example: Students complete balance walks, crawling tasks, and directional changes without losing control of posture or movement.
• PE:S4.6b – Cooperation, Leadership, and Inclusive Participation Work cooperatively with diverse peers, assume and rotate leadership roles (captain, referee, coach, equipment manager), and intentionally include all group members.
  • Example: A team assigns relay roles thoughtfully, listens to all ideas, and ensures each student contributes meaningfully.
• PE:S4.6d – Constructive Conflict Resolution and Self-Officiating Use fair, agreed-upon strategies to resolve disagreements and participate appropriately in self-officiated or peer-officiated games.
  • Example: When teammates disagree about relay order or task completion, they discuss briefly, use a fair process, and restart without arguing.
• PE:S4.6e – Responsibility, Initiative, and Self-Management Show responsibility by preparing for class, managing time and effort, caring for equipment, transitioning efficiently, and staying focused without constant teacher reminders.
  • Example: Students gather materials quickly, stay on task during team planning, and reset relay equipment responsibly.
• PE:S5.6a – Identifying Enjoyable Activities and Personal Strengths Identify physical activities they enjoy and areas of strength, and explain why these activities are motivating or satisfying.
  • Example: Students identify whether they are strong at balance, speed, coordination, leadership, or planning and explain how that helped the team.

Success Criteria — Student Language

• I can move through relay tasks with better control.
• I can help my team choose a smart task order.
• I can use my strengths to help the group succeed.
• I can solve disagreements fairly and respectfully.
• I can manage equipment and transitions responsibly.
• I can explain which relay tasks or roles fit me best.